Estrategias para el aprendizaje de competencias socioemocionales frente a la intolerancia en sociedad
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Fecha
2021
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Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La presente investigación corresponde a una revisión de literatura realizada entre los
años 2019 y 2021 sobre la problemática del alza de la intolerancia en contextos universitarios;
hecho que promueve acciones perjudiciales para la sociedad académica y el aprendizaje de los
alumnos, como por ejemplo: la censura de la libertad de expresión y de pensamiento crítico, la
interrupción de clases y la violencia contra personas basadas en la discriminación arbitraria;
dejando de manifiesto una necesidad en la formación de competencias socioemocionales. En
razón de lo anterior, el objetivo apunta a examinar los avances en la investigación de la
educación socioemocional y sus beneficios en el alumnado universitario, producto de lo cual se
propone el modelo “MENTE” como una estrategia didáctica que fomente el aprendizaje de
competencias socioemocionales, como la asertividad, en los estudiantes de educación superior.
Los resultados contribuyen con herramientas teóricas y prácticas para la implementación de la
propuesta didáctica en aula para futuros programas ligados a la educación socioemocional o en
talleres como parte de asignaturas disciplinares; sumado al beneficio social que implica la
prevención de la intolerancia y al desarrollo de la asertividad en la formación de profesionales en
la educación superior, orientado a una comunidad libre, diversa y tolerante.
This research corresponds to a literature review carried out between 2019 and 2021 on the problem of the rise of intolerance in university contexts; fact that promotes actions that are harmful to academic society and student learning, such as: censorship of freedom of expression and critical thinking, interruption of classes and violence against people based on arbitrary discrimination; leaving manifest a need in the formation of socio-emotional competencies. Due to the above, the objective aims to examine the advances in the research of socio-emotional education and its benefits in university students, as a result of which the “MENTE” model is proposed as a didactic strategy that encourages the learning of socio-emotional competences, like assertiveness, in higher education students. The results contribute with theoretical and practical tools for the implementation of the didactic proposal in the classroom for future programs related to socio-emotional education or in workshops as part of disciplinary subjects; added to the social benefit implied by the prevention of intolerance and the development of assertiveness in the training of professionals in higher education, aimed at a free, diverse and tolerant community.
This research corresponds to a literature review carried out between 2019 and 2021 on the problem of the rise of intolerance in university contexts; fact that promotes actions that are harmful to academic society and student learning, such as: censorship of freedom of expression and critical thinking, interruption of classes and violence against people based on arbitrary discrimination; leaving manifest a need in the formation of socio-emotional competencies. Due to the above, the objective aims to examine the advances in the research of socio-emotional education and its benefits in university students, as a result of which the “MENTE” model is proposed as a didactic strategy that encourages the learning of socio-emotional competences, like assertiveness, in higher education students. The results contribute with theoretical and practical tools for the implementation of the didactic proposal in the classroom for future programs related to socio-emotional education or in workshops as part of disciplinary subjects; added to the social benefit implied by the prevention of intolerance and the development of assertiveness in the training of professionals in higher education, aimed at a free, diverse and tolerant community.
Notas
Seminario (Magíster en Docencia para la Educación Superior)
Palabras clave
Educación Afectiva, Estrategias de Enseñanza, Inteligencia Emocional, Enseñanza Superior