La Programación Neurolingüística como estrategia para fortalecer la autorregulación emocional en los niños y las niñas de los grados 4° y 5° del Centro Educativo Belén sede El Mirador del municipio de El Tambo Cauca

Abstract

The problems caused by Covid- 19 pandemic, whose socio-emotional implications have affected millions of children, especially those in rural and post-conflict areas whose and whose problems related to the lack of emotional regulation in the classroom, demonstrate the need to intervene with timely, pertinent and adequate information, which requires effective support from the teacher. Due to this, a need to design a proposal that allows strengthening emotional regulation in the students of the Belen Educational Center “Mirador” branch to self-regulate in the classroom is arisen. The research is developed in the Master’s program in Education of the “Los Libertadores” Foundation. The University is located in Bogotá and the branch in the Department of Cauca, in the municipality of Tambo. The kind of research has a qualitative approach framed in the design of research- action, which used a non-probalistic type sample withe the application of a tool for the gathering of information through a semi-structured interview and o test to the students of 4ª the and 5th grades with the non-participatory observation that was made in three fields: classroom, the break time and the school restaurant. Among the findings, it was recognized that Neurolinguistic Programming (PLN) through emotions prevails in the self-observation of boys and girls. According to the above, the conceptual theoretical references of this work circulate around education, emotions, self-regulation, Neurolinguistic Programming (PLN), and the flexible pedagogical workshops of the proposal.