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Submitted July 17, 2024
Published 2024-07-18

Artículos

Vol. 26 No. 2 (2024): Societas

Socio-emotional skills and social risk in rural education


DOI https://doi.org/10.48204/societas.v26n2.5341

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References
DOI: 10.48204/societas.v26n2.5341

Published: 2024-07-18

How to Cite

Sarmiento Reyes , Óscar E. (2024). Socio-emotional skills and social risk in rural education. Societas, 26(2), 75–93. https://doi.org/10.48204/societas.v26n2.5341

Abstract

The central purpose of this review exercise is to identify pedagogical strategies based on socio-emotional competencies for their application in rural populations at high social risk. The importance of this exercise is the approach to the authors who have addressed the issue of low performance problems in rural populations affected by structural poverty conditions. Based on a methodological structure based on the structuralism epistemic model, the socio-critical paradigm and the method of critical discourse analysis, a documentary review of more than 50 texts was carried out, on the topic of socio-emotional competencies, grouped in a matrix that collected from the authors identified the following aspects: socio-educational problems, type of strategy and results obtained. The results obtained in this exercise were the following: although social risk is common in rural areas of structural poverty, socio-emotional competencies have different manifestations. The diversity of learning rhythms and interests are associated with socio-emotional competencies.

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