Programa “niños emisores”: la radio escolar como mediación socioafectiva para promover el respeto como clave de la sana convivencia

Abstract

The purpose of this research was to understand how school radio, through the project “Niños Emisores,” can become a pedagogical mediation for strengthening coexistence, emotional expression, and child participation. The study was conducted under a qualitative approach, based on the systematization of the experience and the interpretation of workshops, radio productions, observations, and narratives of the third-grade students from the Van Leeuwenhoek School. The theoretical framework was grounded in human development, understood as an integral process that articulates cognitive, emotional, communicative, and social dimensions, and in socio-affective education as a field that promotes the recognition, regulation, and expression of emotions in educational contexts. From this perspective, school radio was assumed as a privileged space for speech, listening, and the production of shared meanings. The results showed progress in oral expression, emotional self-regulation, empathy, collaborative work, and dialogic conflict resolution, as well as a greater sense of belonging and student participation. The experience confirmed that school radio fosters processes of subjectivation and the construction of child citizenship, contributing to integral human development and socio-affective education within the institution. School radio is a relevant pedagogical strategy to strengthen coexistence and to generate more inclusive and participatory educational practices centered on the voices of children.