Enseñanza de las ciencias sociales desde la socio-emocionalidad: desafíos emergentes en los sentidos morales de los jóvenes en colombia

Abstract

This research was carried out within the training cycle “Meanings, Experiences, and Alternatives for the Teaching of Social Sciences in Colombia” at Universidad Distrital Francisco José de Caldas. Its main goal was to explore how teaching-learning meanings are shaped from a social-emotional perspective in school Social Sciences, based on the experiences of ninth-grade students and Social Sciences teachers from the afternoon shift at Fernando Mazuera Villegas School. The study seeks to show how schools often disconnect intellectual development from emotional skills, which makes it necessary to rethink how Social Sciences are taught, using an approach that brings both dimensions together.This approach requires the commitment of everyone in the educational system (students, teachers, families, principals, and administrative staff) to ensure that education becomes a tool for social change, promoting active, critical, and responsible citizenship that contributes to a fairer and more sustainable future.To understand the social-emotional meanings of Social Sciences teaching during the pedagogical and research process, the study used a hermeneutic analysis through instruments such as a focus group, workshops, and class sessions. This allowed us to understand how students and teachers interpret their learning and teaching experiences, considering the development of their moral understanding as a starting point for these processes within Social Sciences.