La falta de expresion de emociones en los estudiantes de grado 6° a 11° en la Institucion Educativa Maria Reina.
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En la Institución Educativa María Reina de la ciudad de Cartagena se vivencia la poca afectividad y expresión de emociones en los estudiantes de grado 6 a grado 11.
Se advierte que la mayoría de las familias viven del comercio informal y además presentan características de disfuncionalidad al interior del hogar, ya que, muchos de los niños y adolescentes viven con abuelos, tíos o cuidadores diferentes a sus padres. Los niños y adolescentes de esta institución se mostraban apáticos a participar en actividades donde hubiera que compartir experiencias o relacionarse con el grupo en general, lo cual generaba preocupación a los docentes y directivos docentes, ya que se hizo un análisis de la situación antes, teniendo en cuenta variables como: el entorno familiar del cual ya sabemos que prevalecen las familias disfuncionales, el poco grado de escolaridad de los cuidadores y la falta de comunicación asertiva entre ellos y aspectos emocionales. De acuerdo a esto podemos afirmar que estas variables suman negativamente al proceso de comunicación escolar de los estudiantes, ya que les genera falta de autoestima y bloquea su proceso social. Por lo tanto, nos dimos a la tarea de crear y aplicar nuestro dispositivo al cual llamamos Ruleta de las Emociones, que tiene como fin generar un espacio socio emocional lúdico que motive a los niños y adolescentes a contar aquellas situaciones que los alegran, entristecen, enojan o frustran en su vida social y familiar. Que ellos poco a poco sientan la
confianza para expresar lo que sienten o piensan y que no piensen que están siendo presionados por un orientador social, si no, que a partir de una dinámica lúdica sientan que están jugando, pero a la vez se están abriendo a compartir sus emociones y mejorar la comunicación con sus docentes, compañeros de aula, sus familiares y con el entorno en que habitan.
At María Reina Educational Institution in the city of Cartagena, there is a lack of affection and expression of emotions among students from grade 6 to grade 11. It is noted that the majority of families rely on informal commerce and also exhibit characteristics of dysfunctionality within the household, as many children and adolescents live with grandparents, aunts, or caregivers other than their parents. The children and adolescents in this institution appeared apathetic towards participating in activities that involved sharing experiences or interacting with the group in general, which caused concern for teachers and school administrators. An analysis of the situation was conducted, taking into account variables such as the prevailing dysfunctional family environment, the low level of education of caregivers, and the lack of assertive communication among them and emotional aspects. Based on this, we can affirm that these variables negatively impact the students' school communication process, as they lead to low self-esteem and hinder their social development. Therefore, we took it upon ourselves to create and implement a tool called the "Emotions Roulette," aimed at creating a playful socio-emotional space that motivates children and adolescents to share situations that bring them joy, sadness, anger, or frustration in their social and family life. Gradually, they feel confident to express their feelings or thoughts, and they don't feel pressured by a social worker, but rather, through a playful dynamic, they feel like they are playing while opening up to share their emotions and improve communication with their teachers, classmates, family members, and the environment they live in.
At María Reina Educational Institution in the city of Cartagena, there is a lack of affection and expression of emotions among students from grade 6 to grade 11. It is noted that the majority of families rely on informal commerce and also exhibit characteristics of dysfunctionality within the household, as many children and adolescents live with grandparents, aunts, or caregivers other than their parents. The children and adolescents in this institution appeared apathetic towards participating in activities that involved sharing experiences or interacting with the group in general, which caused concern for teachers and school administrators. An analysis of the situation was conducted, taking into account variables such as the prevailing dysfunctional family environment, the low level of education of caregivers, and the lack of assertive communication among them and emotional aspects. Based on this, we can affirm that these variables negatively impact the students' school communication process, as they lead to low self-esteem and hinder their social development. Therefore, we took it upon ourselves to create and implement a tool called the "Emotions Roulette," aimed at creating a playful socio-emotional space that motivates children and adolescents to share situations that bring them joy, sadness, anger, or frustration in their social and family life. Gradually, they feel confident to express their feelings or thoughts, and they don't feel pressured by a social worker, but rather, through a playful dynamic, they feel like they are playing while opening up to share their emotions and improve communication with their teachers, classmates, family members, and the environment they live in.