Desarrollo de habilidades socioafectivas para mejorar la convivencia escolar entre estudiantes de grado segundo del Colegio De La Salle de Bogotá

Abstract

This research project analyzes how the implementation of ludic-pedagogical strategies based on neuroeducation contributes to the development of socio-affective skills and the improvement of school coexistence in second-grade students at the Colegio De La Salle of Bogotá. Conflicts, understood as an inherent part of the social interaction process, represent significant challenges for children aged 7 to 8 years, who are still developing their capacity for self-control, emotional regulation, and socialization skills. From a comprehensive-phenomenological approach, group dynamics and individual behaviors were observed through techniques such as document review, observation, surveys, workshops, and games. The methodological path included diagnostic, theoretical design, and practical application phases of strategies, focusing on structured games, guided pedagogical activities, and emotional regulation workshops. The results show gradual progress in school coexistence, reflected in a decrease in conflict incidents, an increase in cooperation, and more assertive communication among students. This change, although moderate, indicates a positive trend towards strengthening social relationships within the classroom. The study concludes by highlighting that the development of socio-affective skills is an ongoing process that requires teacher intervention to guide the social, emotional, and affective development of students, as well as a comprehensive approach involving both the school and families. This study emphasizes the relevance of neuroeducation as a conceptual framework for transforming school coexistence through innovative pedagogical practices that integrate socio-affective learning into the educational experience. The findings provide practical guidance for designing inclusive and dynamic methodologies that address the current challenges in education in similar school contexts.