Desarrollar la alfabetización emocional como estrategia de resolución de conflictos

Abstract

This project aims to analyze the impact of the implementation of Emotional Literacy as a conflict resolution strategy focusing on reading and writing tasks in an English class working on common conflict scenarios, their causes, their development, and consequences through different reading and writing that boost students’ creativity and critical thinking. We aimed to answers different questions that help us to achieve our objectives: “What are the emotions expressed by students in conflicts situation at schools” or “What students’ perceptions towards conflicts in scholar context are?” For answering these questions, we analyzed and compared different literature resources and collected valuable data related to the plans and programs that the school has to manage these conflicts, and obviously, the data obtained through the observations and data collection instruments. To achieve this, we conducted interviews, surveys; we analyzed student’s artifacts and projects similar to review the impact that other projects have had in this field using Emotional Literacy as the approach to be applied. Besides, we also analyzed some other works developed in our country about school violence and emotional intelligence. Finally, we contrasted the theory and the participants’ responses analyzing this data through grounded theory, we organized the data collected into three categories giving us as a result: What are you gonna do? It is just a joke? Mood Meter, these categories talk about the emotional range in conflicts, the normalization of school violence and it's borderline with teasing themes that gave answer to our questions.