Socio-pedagogical challenges for emotional education: voices of teachers in La Araucanía, Chile

Abstract

The article presents research results on socio-pedagogical challenges that teachers face to develop emotional education in the case of schools in La Araucanía, Chile. The methodology is qualitative of a descriptive type, which focuses on the understanding of the narratives, experiences and meanings about the strengths and limitations for the development of emotional education in the classroom. Eight teachers from urban schools in La Araucanía participated. The data collection instrument is the semi-structured interview. The information analysis technique is content analysis in complementarity with grounded theory. The main results allow us to maintain that there are challenges for the implementation of emotional education in the classroom, as a result of the lack of knowledge of the actors in the educational environment and the lack of didactic strategies and resources for its implementation, which hinders the development of life skills such as emotional regulation in the children and young people served, limiting their development and social well-being. We conclude that the main socio-pedagogical challenges materialize in three areas, at the level of teaching practice, educational policies and initial teacher training. Addressing these aspects is crucial to move towards the implementation of emotional education in the educational system, promoting the academic success of all students.