The influence of emotions on school coexistence
An approach to emotions in the classroom in Bogota
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In the school classroom, subjective characteristics are gathered from the stories and experiences of the students, making it a space for social construction and coexistence with others in the development of their emotions. With this, intrapersonal conflicts are brought into the classroom, affecting and influencing school coexistence and interpersonal relations. Some of these problems are nurtured in a school that is continually focused on the cognitive, but forgets the socio-affective and emotional dimension, which means that "learning to live together" (Del Rey, Ortega, & Feria, 2009), within...
In the school classroom, subjective characteristics are gathered from the stories and experiences of the students, making it a space for social construction and coexistence with others in the development of their emotions. With this, intrapersonal conflicts are brought into the classroom, affecting and influencing school coexistence and interpersonal relations. Some of these problems are nurtured in a school that is continually focused on the cognitive, but forgets the socio-affective and emotional dimension, which means that "learning to live together" (Del Rey, Ortega, & Feria, 2009), within the school premises is uncomfortable, difficult to manage, and undesirable for the student community.Within a research exercise carried out in a school in Bogota, Colombia, it was possible to analyze that students present difficulties in recognizing their emotions and in managing interpersonal conflicts, which leads to violent behavior and actions that do not allow for the optimal development of the educational exercise.
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