LAS RELACIONES INTRAFAMILIARES EN ESTUDIANTES DE EDUCACIÓN BÁSICA DE LA UNIDAD EDUCATIVA ALICIA VÉLEZ VELÁSQUEZ

Las relaciones intrafamiliares constituyen un aspecto fundamental en la vida formativa de todos los estudiantes, en tanto que son un apoyo vital para los procesos educativos de todo centro de estudio. En este trabajo investigativo se pretende revelar la problemática que afecta a las relaciones intrafamiliares de los estudiantes en torno a su proceso formativo. Tuvo como objetivo establecer una valoración de las relaciones intrafamiliares entre estudiantes del décimo año de la Unidad Educativa “Alicia Vélez Velásquez” de la Ciudad de Portoviejo y su incidencia en los comportamientos de estos. El proceso metodológico seguido para este trabajo consistió en indagaciones y diálogos con estudiantes de la institución educativa y profesores. De este modo, se buscó detectar los principales factores relacionados en torno a las relaciones padres-hijos en el entorno educativo y familiar. Los resultados de esta primera fase investigativa permiten distinguir sensibles aspectos que precisan ser abordados de manera inmediata. Se muestra una problemática que gira en torno al fracaso y abandono escolar, el maltrato físico y verbal, la carencia afectiva y la baja autoestima. PALABRAS CLAVE: relaciones intrafamiliares; entorno educativo; entorno familiar; conflictos familiares. INTRAFAMILY RELATIONSHIPS IN BASIC EDUCATION STUDENTS OF ALICIA VÉLEZ VELÁSQUEZ ELEMENTARY SCHOOL ABSTRACT The intrafamiliar relations constitute a fundamental aspect in the formative life of all the students, as much as they are a vital support for the educational processes of every study center. This research study intends to reveal the problems that affect the intrafamiliar relationships of students around their educational process. The objective was to establish an assessment of intrafamiliar relations among students of the tenth year of Alicia Vélez Velásquez elementary school in Portoviejo and its impact on their behavior. The methodological process followed for this study consisted of inquiries and dialogues with the parents, students of the educational institution, also teachers and professors. On this way, we sought to detect the main factors related to parent-child relationships in the educational and family environment. The results of this first investigative stage allow distinguishing sensitive aspects that need to be addressed immediately. It shows a problem that revolves around failure and school dropout, physical and verbal abuse, emotional deprivation and low self-esteem. KEYWORDS: intrafamilial relationships; educational environment; familiar surroundings; family problems.

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Os desafios do tutor na formação de professores

REVISTA INTERSABERES ◽

10.22169/ri.v14i31.1447 ◽

2019 ◽

Vol 14 (31) ◽

pp. 212-225

Author(s):

Sandra Mara Lara ◽

Pura Lucia Oliver Martins ◽

Rosangela Gasparim ◽

Claudia Martins de Souza

Keyword(s):

Distance Education ◽

Field Research ◽

Qualitative Approach ◽

Educational Process ◽

Technology In Education ◽

Education Students ◽

Autonomy Development ◽

Use Of Technology ◽

Educación A Distancia ◽

Palabras Clave

RESUMO O Ensino à distância cresceu muito nos últimos anos, trazendo novos desafios aos educadores e novos atores no processo educacional, como os tutores. Esta pesquisa tem como objetivo analisar o papel do tutor de educação a distância, especificamente no que diz respeito à interação com os licenciados e no desenvolvimento da autonomia desses. A pesquisa de campo, de abordagem qualitativa, envolveu coleta de dados por meio de depoimentos de 10 tutores e questionário encaminhado a 10 estudantes de EaD. A análise dos dados fundamenta-se em autores que abordam a temática da educação à distância e do uso das tecnologias em educação, como Levy (1999), Kenski (2005), Freire (1987), Santos (2015), entre outros. Os resultados indicam que o tutor tem papel fundamental para o sucesso do ensino a distância, desenvolvendo um ambiente onde a interação favoreça a aprendizagem e a autonomia dos estudantes. Palavras-chave: Tutor virtual. Educação a Distância. Autonomia na aprendizagem. ABSTRACT Distance education has grown dramatically in recent years, bringing new challenges for educators and new actors within the educational process, such as online tutors. The main goal of this paper is to analyze the online tutor role on distance education, particularly the interaction with graduates, and in their autonomy development. The field research, with a qualitative approach, involved data collection by the statement of ten tutors and a questionnaire answered by ten Distance Education students. The data analysis is based on authors that focus on distance education and also on the use of technology in education like Levy (1999), Kenski (2005), Freire (1987), Santos (2015), and others. The results show that the tutor has a fundamental role for the success of distance education, developing an environment where interaction fosters students learning and autonomy. Keywords: Online tutor. Distance education. Autonomy in learning RESUMEN La educación a distancia ha crecido espetacularmente en los últimos años, planteando nuevos retos a los educadores y a los nuevos actores en el proceso educativo, como los tutores virtuales. Esta investigácion tiene como objetivo analizar el papel del tutor de educación a distancia, em especial a lo que se refiere a la interacción con los licenciados y en el desarrollo de la autonomía de esos. El sondeo del campo de abordaje cualitativo involucró a recolección de datos por medio de testimonios de 10 tutores y cuestionario encaminado a 10 estudiantes de EaD. El análisis de los datos se fundamenta en autores que abordan la temática de la educación a distancia y del uso de las tecnologías en educación, como Levy (1999), Kenski (2005), Freire (1987), Santos (2015), entre otros. Los resultados indican que el tutor tiene un papel fundamental para el éxito de la enseñanza a distancia, desarrollando un ambiente donde la interacción favorezca el aprendizaje y la autonomía de los estudiantes. Palabras clave: Tutor virtual. Educación a distancia. Autonomía en el aprendizaje DOI: http://dx.doi.org/10.22169/revint.v14i31.1447

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OTONOMI DAN REFORMASI PENDIDIKAN

Edupedia ◽

10.35316/edupedia.v3i1.317 ◽

2018 ◽

Vol 3 (1) ◽

pp. 23-32

Author(s):

Abd Muis ◽

Minhaji Minhaji

Keyword(s):

Educational Reform ◽

Family Environment ◽

School Environment ◽

Educational Institution ◽

Educational Process ◽

New Methods ◽

The Family ◽

New Ideas ◽

Basic Characteristics ◽

Improvement Effort

Autonomy and reformation in education is an improvement effort in the field of education. Educational reform has two basic characteristics: programmed and systemic. Programmed educational reform refers to the curriculum or program of an educational institution. Included in this programmed educational reform is innovation. Innovation is the introduction of new ideas, new methods or new tools to improve some aspects in the educational process. There are three education centers that are responsible for the implementation of education. They are family, school, and society. In the educational process, before getting to know the wider society environment and before getting guidance from the school environment, the student first gets guidance from the family environment.

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A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency

Sensors ◽

10.3390/s21113787 ◽

2021 ◽

Vol 21 (11) ◽

pp. 3787

Author(s):

Héctor Cardona-Reyes ◽

Jaime Muñoz-Arteaga ◽

Klinge Villalba-Condori ◽

María Lorena Barba-González

Keyword(s):

Virtual Reality ◽

Elementary School ◽

Process Model ◽

Basic Education ◽

Educational Institution ◽

Educational Needs ◽

Physical Contact ◽

Special Educational Needs ◽

Learning Skills ◽

Use Of Technology

Today, the world is experiencing the COVID-19 health contingency, which prevents people from being exposed to one another and restricts physical contact. Under this context, the use of technology has become an essential tool to face the challenges of daily life, and virtual reality can be an alternative in the development of solutions that effectively support the acquisition of learning skills and knowledge transmission through the execution of tasks designed by multi-disciplinary groups. In addition, it can encourage the user to continue with the acquisition of learning skills in a friendly and fun way in a health and education context. This work proposes the use of virtual reality environments as an alternative to support the learning process in children with special educational needs such as Attention Deficit Hyperactivity Disorder (ADHD) and other associated disorders that occur in basic education. These proposed reality environments are designed under the Lean UX process model and their contents are designed according to expert therapeutic guidelines. As a result of this proposal, a case study is presented in which the user experience is evaluated through the use of an interactive environment to support the special educational needs of elementary school children attending an educational institution in Mexico.

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Disfuncionalidad familiar en el proceso educativo en contextos vulnerables

Revista Científica Sinapsis ◽

10.37117/s.v1i10.105 ◽

2017 ◽

Vol 1 (10) ◽

Author(s):

Gina Elizabeth Pérez Quiroz ◽

Lupe Del Rocío Pachay Loor ◽

Patricia Peñafiel Lino ◽

Segundo Buanerges Moreira Sornoza

Keyword(s):

Basic Education ◽

Research Work ◽

Family Dysfunction ◽

Educational Process ◽

Economic Resources ◽

Synthetic Methods ◽

Spiritual Values ◽

Survey Form ◽

Alcohol And Drugs ◽

Palabras Clave

La presente investigación se realizó en la Escuela de Educación Básica Fiscal “Eloy Alfaro” de la parroquia San Pablo, del cantón Portoviejo, provincia de Manabí, la cual cuenta con veinte docentes y alrededor de cuatrocientos ochenta estudiantes. El objetivo principal de este trabajo fue averiguar sobre la incidencia de la disfuncionalidad familiar en el proceso de aprendizaje que tienen los estudiantes de esta institución, el cual es originado por ciertas problemáticas sociales tales como: falta de comunicación, prostitución, delincuencia, consumo-expendio de alcohol y drogas, el maltrato físico y psicológico, entre otros, ocasionado más que nada por la escasa educación en valores y la falta de recursos económicos que los obliga a actuar de una forma inapropiada. En el proceso del presente trabajo de investigación se desarrolló una metodología sistematizada, organizada, bajo la planificación de eventos investigativos que permitieron alcanzar de los objetivos; utilizando la aplicación de los métodos descriptivo, analítico y sintético, definiendo con ellos, las variables de estudio como son la disfuncionalidad familiar y el proceso educativo. Así mismo se empleó la ficha de encuesta como instrumento para la recolección de datos, aplicadas a padres de familia, que evidenciaron la existencia de diversos conflictos en el hogar. Los resultados obtenidos permitieron la elaboración y ejecución de una propuesta de intervención, que consistió en fomentar valores morales y espirituales en las familias, a través de talleres participativos, motivándolos al mejoramiento de su interrelación, alcanzando así un adecuado rendimiento académico de parte de sus hijos durante el proceso educativo. Palabras clave: Disfuncionalidad Familiar, valores éticos y morales, talleres, proceso educativo. Summary The present investigation was carried out in the "Eloy Alfaro" School of Basic Education of the parish of San Pablo, in the Portoviejo canton, province of Manabí, which has twenty teachers and about four hundred and eighty students. The main objective of this study was to investigate the incidence of family dysfunction in the learning process of the students of this institution, which is originated by certain social problems such as: lack of communication, prostitution, delinquency, consumption-expenditure Alcohol and drugs, physical and psychological abuse, among others, caused mainly by the lack of education in values and the lack of economic resources that forces them to act in an inappropriate way. In the process of the present research work, a systematized methodology was developed, organized, under the planning of investigative events that allowed to reach the objectives; Using the application of descriptive, analytical and synthetic methods, defining with them, study variables such as family dysfunction and the educational process. Likewise, the survey form was used as an instrument for collecting data, applied to parents, which evidenced the existence of various conflicts in the household. The results obtained allowed the elaboration and execution of a proposal of intervention, which consisted in promoting moral and spiritual values in the families, through participatory workshops, motivating them to improve their interrelation, thus achieving an adequate academic performance on the part of their children During the educational process. Keywords: Family dysfunction, ethical and moral values, workshops, educational process.

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Monitorando o ambiente escolar para a Educação Física no ensino fundamental

Estudos em Avaliação Educacional ◽

10.18222/eae.v28i69.3587 ◽

2017 ◽

Vol 28 (69) ◽

pp. 686

Author(s):

Joaquim José Soares Neto ◽

Raíssa Ferreira Teixeira

Keyword(s):

Elementary School ◽

Physical Education ◽

Literature Review ◽

School Environment ◽

Basic Education ◽

National Curriculum ◽

Infrastructure Monitoring ◽

Palabras Clave ◽

Expert Analysis ◽

Material Conditions

A Educação Física escolar contribui para o enriquecimento da experiência dos alunos na educação básica, viabilizando o seu acesso a um vasto universo cultural. Assim, para que seus conteúdos sejam explorados pelos professores e sua experiência seja apreendida de maneira positiva pelos alunos, é importante a existência de condições materiais e de infraestrutura, as quais convencionamos chamar ambiente escolar para a Educação Física. Destarte, a proposta deste trabalho consistiu na estruturação de um instrumento de coleta de informações para o monitoramento do ambiente escolar para o ensino e prática da Educação Física, tendo como referencial os conteúdos propostos nos Parâmetros Curriculares Nacionais. A metodologia de construção do instrumento contou com duas etapas: 1) procedimentos teóricos via revisão de literatura e sistematização teórica e sua operacionalização em itens do questionário; 2) submissão à análise de especialistas para validação semântica e teórica.Palavras-chave: Escolas; Infraestrutura da Educação; Monitoramento; Educação Física. El monitoreo del ambiente escolar para la educación física en la educación fundamentalLa Educación Física escolar contribuye para enriquecer la experiencia de los alumnos en la educación básica, viabilizando su acceso a un vasto universo cultural. De este modo, para que sus contenidos sean explorados por los profesores y su experiencia sea aprehendida de manera positiva por los alumnos, es importante que haya condiciones materiales y de infraestructura, que decidimos llamar de ambiente escolar para la Educación Física. Así, la propuesta de este trabajo consistió en la estructuración de un instrumento de recogida de informaciones para el monitoreo del ambiente escolar destinado a la enseñanza y práctica de la Educación Física, siendo su referente los contenidos propuestos en los Parámetros Curriculares Nacionales. La metodología de construcción del instrumento contó con dos etapas:1) procedimientos teóricos vía revisión de literatura y sistematización teórica y su operacionalización en ítems del cuestionario; 2) sumisión al análisis de especialistas para su validación semántica y teórica.Palabras clave: Escuelas; Infraestructura de la educación; Monitoreo; Educación Física. Monitoring the school environment for physical education in elementary schoolSchool Physical education contributes to the enrichment of students’ experience in basic education, giving them access to a large cultural universe. Therefore, for teachers to exploit its content and students to benefit from the experience, the material conditions and infrastructure are important. We would conventionally call this the school environment for physical education. Thus, the purpose of this study consisted in developing an instrument for gathering information to monitor this school environment, for the teaching and practice of physical education. It uses the content proposed in the national curriculum parameters as a reference. The methodology for developing the instrument involved two steps: 1) theoretical procedures, from a literature review and a theoretical systematization and operationalization of items of the questionnaire; 2) submission to expert analysis for semantic and theoretical validation.Keywords: Schools; Education Infrastructure; Monitoring; Physical Education.

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Generation and the discard of solid waste: an analysis of the environmental perception of elementary school students

Natural Resources (ISSN 2237-9290) ◽

10.6008/cbpc2237-9290.2020.003.0014 ◽

2020 ◽

Vol 10 (3) ◽

pp. 138-144

Author(s):

Clécio Danilo Dias da Silva

Keyword(s):

Elementary School ◽

Solid Waste ◽

Private School ◽

Basic Education ◽

Great Part ◽

Environmental Issues ◽

Environmental Perception ◽

Education Students ◽

School Students ◽

Daily Lives

This work aimed to analyze the environmental perception of basic education students about the generation and descard of Solid Waste (RS). A survey was carried out with 118 students from the 6th year of elementary school in a private school, located in the urban area of Natal, RN. For data collection, used a questionnaire with 08 open and closed questions. The results demonstrated the that great part of the students recognized the problems generated by RS and simple ways to minimize this problem, as for example, a reuse, recycling, proper descard of batteries, avoiding damage to the floor, etc. In this context, the present study becomes a valuable tool that can assist the basic education teachers the planning and implementation and applications to the theme of generation and disposal of RS, aiming to form critical and reflective citizens regarding environmental issues present in their daily lives.

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READINESS OF THE TEACHING STAFF FOR THE IMPLEMENTATION OF THE EDUCATIONAL INNOVATIVE PROJECT AS A STRATEGY FOR THE DEVELOPMENT OF THE EDUCATIONAL INSTITUTION

Problems of Education ◽

10.52256/2710-3986.1-94.2021.07 ◽

2021 ◽

pp. 114-126

Author(s):

Svitlana Kyrylenko

Keyword(s):

General Education ◽

Education System ◽

Educational Institution ◽

Individual Characteristics ◽

Educational Process ◽

Motivational Orientation ◽

Teaching Staff ◽

Educational Innovations ◽

Innovative Technologies ◽

Educational Processes

The article considers the issue of innovation in content and nature of the dynamics of global trends in educational processes, which requires Ukraine to choose further development, which significantly affects the education system and its general education component. The readiness of the teaching staff to implement educational innovative technologies in the development of the new Ukrainian school is determined, the peculiarities of effective management of innovative processes in general secondary education institutions are revealed. There are educational innovations that are a purposeful process of partial changes that lead to modifications of the purpose, content, methods, forms of upbringing and education, adaptation of the learning process to new requirements. The core of innovative educational processes is the implementation of the achievements of psychological and pedagogical science in practice, education, generalization, and spreading of pedagogical experience, as well as certain components of readiness of teaching staff in innovative activity, namely: individual characteristics of teachers-innovators, motivational orientation, creative, analytical, organizational opportunities. The article states that the teaching staff of educational institutions is actively testing domestic and foreign educational technologies, an alternative to traditional, author’s schools are created, author’s educational programs, methods, technologies, etc. are developed and introduced into the educational process. The main stages of the process of introducing innovations into the practice of the school education system are analyzed and it is determined that one of the conditions for implementing innovative pedagogical technologies is the readiness of teaching staff to innovate the essence of which is the interaction of motivational, content and evaluative components. These components provide a creative orientation of the teacher; his awareness of innovative technologies; determining the level of readiness for innovation; a reasoned system of tools that allows the teaching staff at the theoretical, philosophical levels of transformation of pedagogical reality to professionally carry out innovative activities, significantly increase the developmental and cultural-educational impact of teaching and upbringing on the individual.

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The qualitative analysis of biochemical content in textbooks of elementary school

Revista de Ensino de Bioquímica ◽

10.16923/reb.v13i2.588 ◽

2015 ◽

Vol 13 ◽

pp. 20

Author(s):

K. W.M. Etcheverria et al

Keyword(s):

Elementary School ◽

Basic Education ◽

Learning Goals ◽

Education Students ◽

Daily Lives ◽

Metabolic Functions ◽

The Subject ◽

First Contact ◽

Positive Results ◽

Good Presentation

Introduction: Biochemistry is the science that deals with the metabolic functions of living beings. In its concepts, it uses chemistry and biology to study the interactions of organisms with the environment. For basic education students is often complex the association of biochemistry with their daily lives, especially in elementary school where they have their first contact with science in school and the didactic book will serve as an important tool for research. Thus, this work aims to analyze qualitatively content related to biochemistry in science books of the final years of elementary school. Methods: We analyzed six science books used in elementary school, and the following criteria were examined: clarity and language presented on the inserted content; resolutions and images shown subtitles, and interdisciplinarity of matters. Results and discussion: The books of the sixth and fifth years were those who achieved the expected learning goals. The first of then made a very good presentation of the content and the images, addressing the subject in an interdisciplinary way. However, the second one is well below in the analyzed criteria, bringing the matter in a vague writing, and failing in associate the content with other assumptions themes. The images had a very low quality and their explanations were difficult to associate. Conclusion: We can say that the biochemistry content are complex, however its development from the beginning of primary education contributes to overcoming the complexity of their understanding. The analysis of the books brought a result that was expected. Only one book had significantly positive results in all analyzed characteristics, the other books had some very good aspects, but in several details, they were vague and poorly contextualized. Approaching the school sciences to the student every day we can demystify scientific knowledge and its production.

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APLICACIÓN DE MATERIALES DIDÁCTICOS SUSTENTADOS EN EL MÉTODO FÓNICO-ANALÍTICO-SINTÉTICO PARA DESARROLLAR LA LECTO-ESCRITURA EN ESTUDIANTES DE EDUCACIÓN GENERAL BÁSICA

Revista Cognosis. ISSN 2588-0578 ◽

10.33936/cognosis.v4i3.1508 ◽

2019 ◽

Vol 4 (3) ◽

pp. 11

Author(s):

Marjorie Roxana Andrade Velásquez ◽

Yullio Cano de la Cruz ◽

Jimena Rocío Cortés Cusme ◽

Luis Eduardo Romero Escobar

Keyword(s):

General Education ◽

Basic Education ◽

Literacy Skills ◽

Education Students ◽

Teaching Materials ◽

General Education Students ◽

Planning And Control ◽

Control Instrument ◽

Palabras Clave ◽

And Control

El proyecto ejecutado consistió en la aplicación de materiales didácticos sustentados en el método fónico-analítico-sintético para el desarrollo de la lectoescritura en estudiantes de tercer año de Educación General Básica. Este proyecto tiene como finalidad mejorar la adquisición de la lectoescritura aplicándolo a inicios del año lectivo para reforzar el aprendizaje adquirido en los años anteriores. Al inicio se efectuó una encuesta dirigida a los docentes de la institución de los grados correspondientes, luego se realizó una observación directa a los estudiantes que permitió conocer el nivel de desarrollo cognitivo y grafológico en la lectoescritura. Una vez tabulado los datos obtenidos en la presente investigación se realizó la aplicación de los materiales didácticos apropiados para conseguir el objetivo planteado. Los materiales seleccionados se sustentan en el método fónico-analítico-sintético y se aplicaron con su respectiva planificación y un instrumento de control para verificar el progreso. Finalmente los resultados que se obtuvieron al culminar la ejecución del proyecto fueron satisfactorios, verificados a partir de la contrastación de los indicadores en el antes y el después de la intervención y comparado con otro grupo en el que no se aplicó los materiales, lo que demostró que mediante la aplicación de los materiales didácticos los estudiantes de tercer año de Educación General Básica lograron desarrollar las habilidades de la lectoescritura. PALABRAS CLAVE: lectoescritura; habilidades; métodos; didáctica. APPLICATION OF SUSTAINED DIDACTIC MATERIALS IN THE AUDIO-ANALYTIC-SYNTHETIC METHOD TO DEVELOP THE LECTURE-WRITING IN BASIC GENERAL EDUCATION STUDENTS ABSTRACT The project was executed in the application of teaching materials for literacy development in the third year students of General Basic Education. At the beginning a survey of teachers in a institution of the corresponding degrees was made after direct observation of the students was performed and an observation guide that was used to determine the level of cognitive development and literacy handwriting was developed. Once tabulated data obtained in this investigation that appropriate techniques are performed to achieve the objective. Selected techniques were applied to their respective planning and control instrument to check progress. Finally the results obtained on completion of the project implementation were satisfactory because they showed that by applying the teaching materials students of third year of General Basic Education succeeded in developing literacy skills. KEYWORDS: literacy; skills; methods; didactic.

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Inteligencia emocional y conflicto escolar en estudiantes de Educación Básica Primaria. Una experiencia desde el contexto de aula.

Katharsis ◽

10.25057/25005731.489 ◽

2015 ◽

pp. 53

Author(s):

Anderson Rodríguez

Keyword(s):

Emotional Intelligence ◽

Family Environment ◽

Basic Education ◽

Research Process ◽

Learning Evaluation ◽

Behavior Study ◽

Palabras Clave ◽

Language Area ◽

School Conflict ◽

The Way

Resumen.El texto presenta los principales resultados alusivos a la investigación “Influencia de la inteligencia emocional en la evaluación del aprendizaje de las competencias comunicativas, en niños de Educación Básica Primaria en el Colegio La Ronda de los Niños, en Tunja, Boyacá”. Dentro de este proceso investigativo, uno de los objetivos fue analizar, a partir de la percepción de los niños, la forma como consideran que la inteligencia emocional influye en la resolución de conflictos. Para los fines del presente artículo, este objetivo se convierte en guía de todo el escrito. La investigación se llevó a cabo bajo la metodología de tipo no experimental, descriptiva, pues se realizó sin manipular deliberadamente las variables. Los resultados obtenidos se agruparon en las siguientes variables: capacidad de concentración, interrelación con los compañeros, entorno familiar, comportamientos agresivos, capacidad de estudio y rol del maestro. Dentro de las principales conclusiones se pudo evidenciar que la inteligencia emocional tiene una fuerte influencia, no solo en la dinámica de aprendizaje dentro del área de lengua castellana, sino en la forma como los estudiantes resuelven los conflictos. Palabras clave: Inteligencia emocional, convivencia, conflicto escolar. AbstractThe text presents the main results related to the research “Influence of emotional intelligence in the learning evaluation of communicative competences, in elementary basic education children in the School La Ronda de los Niños, in Tunja, Boyacá”. Within this research process one of its objectives was to analyze since the children’s perception, the way they consider that emotional intelligence affect in conflicts resolution, for the purposes of this article, this objective becomes in the written’s guide. The research was carried out under non experimental, descriptive methodology; since it was accomplished without manipulate deliberately the variables. The obtained results were grouped into the following variables: concentration capacity, classmate’s interrelation, family environment, aggressive behavior, study ability and teacher’s role. Among the main conclusions it was able to demonstrate that emotional has a strong influence not only on the learning dynamics into the Spanish language area, but the way how students solve their conflicts. Keywords: Emotional intelligence, coexistence, school conflict.

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