La compasión como habilidad socioemocional en la práctica pedagógica
The nature of classroom relationships can profoundly impact how students approach, understand, interpret, and inhabit the world around them. Therefore, the type of bond between teacher and student is a crucial element in guiding pedagogical praxis. In light of this, the objective of this essay is to...
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| Format: | Online |
| Jezik: | španščina |
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Universidad de Costa Rica
2024
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| Online dostop: | https://revistas.ucr.ac.cr/index.php/aie/article/view/60548 |
| _version_ | 1818173074315411456 |
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| author | Sanchez Galindo, Sandra Milena |
| author_facet | Sanchez Galindo, Sandra Milena |
| author_sort | Sanchez Galindo, Sandra Milena |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | The nature of classroom relationships can profoundly impact how students approach, understand, interpret, and inhabit the world around them. Therefore, the type of bond between teacher and student is a crucial element in guiding pedagogical praxis. In light of this, the objective of this essay is to explore the concept of social-emotional skills with an emphasis on compassion and its influence in fostering a classroom environment conducive to the well-being of all its members. The text emerges as an appreciation of compassion as a tool with which each teacher can practice self-care while simultaneously benefiting their students. Thus, educational environments can become safe spaces that respond to the socio-affective needs of current pedagogical practices. Given the foregoing, the conceptual approach addresses different perspectives on the concept of social- emotional skills, and within them, it emphasizes compassion. To this end, a review of various Western and Eastern perspectives was conducted, which facilitates understanding its scope and values its theoretical and epistemological positioning, allowing compassion to be embraced as a path that validates other ways of being and existing. A compassionate attitude conceives of teachers and students embracing vulnerability, impermanence, and constant movement, being sensitive to their own emotions, so that their intentions, desires, and actions are for their own and collective benefit. |
| first_indexed | 2024-12-11T19:22:43Z |
| format | Online |
| id | INIE-RAIE-article-60548 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| last_indexed | 2024-12-11T19:22:43Z |
| publishDate | 2024 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-605482024-10-29T21:28:03Z The compassion as a socioemotional skill in pedagogical practice La compasión como habilidad socioemocional en la práctica pedagógica Sanchez Galindo, Sandra Milena aprendizaje socioemocional compasión ambiente de clase práctica pedagógica socioemotional learning compassion classroom environment pedagogical practice The nature of classroom relationships can profoundly impact how students approach, understand, interpret, and inhabit the world around them. Therefore, the type of bond between teacher and student is a crucial element in guiding pedagogical praxis. In light of this, the objective of this essay is to explore the concept of social-emotional skills with an emphasis on compassion and its influence in fostering a classroom environment conducive to the well-being of all its members. The text emerges as an appreciation of compassion as a tool with which each teacher can practice self-care while simultaneously benefiting their students. Thus, educational environments can become safe spaces that respond to the socio-affective needs of current pedagogical practices. Given the foregoing, the conceptual approach addresses different perspectives on the concept of social- emotional skills, and within them, it emphasizes compassion. To this end, a review of various Western and Eastern perspectives was conducted, which facilitates understanding its scope and values its theoretical and epistemological positioning, allowing compassion to be embraced as a path that validates other ways of being and existing. A compassionate attitude conceives of teachers and students embracing vulnerability, impermanence, and constant movement, being sensitive to their own emotions, so that their intentions, desires, and actions are for their own and collective benefit. La manera en la que se tejen relaciones en el aula de clase puede incidir en la forma en la que el alumnado se acerca al mundo, lo entiende, lo interpreta y lo habita. Por lo tanto, el tipo de vínculo entre docente y estudiante, constituye un elemento crucial para orientar la praxis pedagógica. Ante esto, el objetivo de este ensayo es abordar el concepto de habilidades socioemocionales, enfatizando la compasión y su influencia en la construcción de un ambiente de aula propicio para el bienestar de todos sus integrantes. iiEl texto surge como una valoración de la compasión en el aula, una herramienta para que el profesorado pueda practicar el autocuidado, y, al mismo tiempo, beneficiar a sus estudiantes. De manera que los ambientes educativos puedan ser entornos seguros, que respondan a las necesidades socioafectivas de las prácticas pedagógicas actuales. En virtud de lo expuesto, el enfoque conceptual aborda diferentes posturas sobre el concepto de habilidades socioemocionales, específicamente sobre la compasión. Se realizó una revisión de diversas perspectivas occidentales y orientales, lo que facilita entender el alcance y valorar su posicionamiento teórico y epistemológico, que permite acoger la compasión como un camino que valida otras maneras de ser y de estar. Una actitud compasiva concibe que docente y estudiante abracen la vulnerabilidad, la impermanencia, y el constante movimiento, a través de su propia emocionalidad, de forma que sus intenciones, deseos y acciones sean para beneficio propio y colectivo. Universidad de Costa Rica 2024-11-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Ensayos Ensayo application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/60548 10.15517/aie.v25i1.60548 Actualidades Investigativas en Educación; Vol. 25 No. 1 (2025): (January-April); 1-21 Actualidades Investigativas en Educación; Vol. 25 Núm. 1 (2025): (Enero-Abril); 1-21 Actualidades Investigativas en Educación; v. 25 n. 1 (2025): (Enero-Abril); 1-21 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/60548/61746 Derechos de autor 2024 Sandra Milena Sanchez Galindo https://creativecommons.org/licenses/by-nc-sa/4.0/?ref=chooser-v1 |
| spellingShingle | aprendizaje socioemocional compasión ambiente de clase práctica pedagógica socioemotional learning compassion classroom environment pedagogical practice Sanchez Galindo, Sandra Milena La compasión como habilidad socioemocional en la práctica pedagógica |
| title | La compasión como habilidad socioemocional en la práctica pedagógica |
| title_alt | The compassion as a socioemotional skill in pedagogical practice |
| title_full | La compasión como habilidad socioemocional en la práctica pedagógica |
| title_fullStr | La compasión como habilidad socioemocional en la práctica pedagógica |
| title_full_unstemmed | La compasión como habilidad socioemocional en la práctica pedagógica |
| title_short | La compasión como habilidad socioemocional en la práctica pedagógica |
| title_sort | la compasion como habilidad socioemocional en la practica pedagogica |
| topic | aprendizaje socioemocional compasión ambiente de clase práctica pedagógica socioemotional learning compassion classroom environment pedagogical practice |
| topic_facet | aprendizaje socioemocional compasión ambiente de clase práctica pedagógica socioemotional learning compassion classroom environment pedagogical practice |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/60548 |
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