Programa Circle of Friends: fortalecimiento de la inteligencia socioemocional en estudiantes de la fase de fundamentación
DOI:
https://doi.org/10.37293/sapientiae112.04Palabras clave:
inteligencia socioemocional, programa Circle of Friends, aprendizaje socioemocional, SudáfricaResumen
Este estudio cualitativo exploró cómo un programa Circle of Friends adaptado puede fortalecer la inteligencia socioemocional en estudiantes de la fase de fundamentación que viven en un asentamiento informal de Sudáfrica. El objetivo fue investigar si esta intervención podía mejorar la autoconciencia, la conciencia social, la autogestión y las habilidades de relación en niños en situación de vulnerabilidad. Mediante una metodología de investigación-acción participativa, sustentada en la teoría del constructivismo social, participaron nueve estudiantes de segundo grado (de 7 a 8 años) de una escuela primaria sin fines de lucro ubicada en Masiphumelele, quienes formaron parte de un grupo focal durante diez semanas. Las sesiones incorporaron actividades interactivas como narración de historias, dibujo, modelado con arcilla y ejercicios reflexivos, diseñados para desarrollar competencias socioemocionales. Los datos fueron analizados mediante métodos cualitativos interpretativos, con el fin de identificar temas emergentes relacionados con las experiencias vividas por los niños. Los resultados revelaron cuatro temas clave: autoconciencia, conciencia social, autogestión y habilidades de relación. Los participantes demostraron una mejora significativa en el vocabulario emocional, la capacidad para identificar detonantes emocionales personales, el reconocimiento de la empatía, la interpretación de señales sociales, el uso de estrategias de autorregulación mediante técnicas de respiración y calma, así como una comunicación positiva que incluyó la resolución de conflictos. Finalmente, el programa Circle of Friends creó espacios seguros e inclusivos donde los niños pudieron practicar competencias socioemocionales a través de la interacción entre pares y la reflexión guiada. Estos hallazgos indican que las intervenciones estructuradas y creativas de aprendizaje socioemocional pueden apoyar eficazmente la regulación emocional y fortalecer las habilidades interpersonales en niños vulnerables dentro de los contextos educativos sudafricanos.
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