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Educar en el sentir: la alfabetización emocional en el ámbito escolar - Comuna Mujer
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Educar en el sentir: la alfabetización emocional en el ámbito escolar

Educar en el sentir: la alfabetización emocional en el ámbito escolar
En el curso de nuestro trabajo, ambas maestras observamos, en todos los grupos de niños con los que trabajamos, la escasa “alfabetización emocional” que presentaban.

La reflexión crítica sobre nuestra práctica educativa nos permitió encontrar respuestas y soluciones ante esta variable persistente. Fue así que diseñamos, planificamos y llevamos a cabo un proyecto áulico con el objetivo de abordar la problemática que observábamos en la escuela. 

El proyecto, por otra parte, responde también a diversos objetivos del actual  Programa de Educación Inicial y Primaria: “Formar al alumno como sujeto ético, corresponsable de sus decisiones.”

¿Qué es la alfabetización emocional?

Abordar la “alfabetización emocional”, es entender al niño como un sujeto integral

La alfabetización emocional potencia el Coeficiente Emocional (C.E.) de los niños y jóvenes, pero también permite la adquisición de conocimientos en las diversas áreas.

De acuerdo a Goleman, “...ayudar a los niños a gestionar sus emociones, significa que pueden aprender mejor…” 

Favorecer el Coeficiente Intelectual y Emocional, por lo tanto, conlleva  generar instancias en las que el alumno adquiera competencias que le permitan lograr una formación integral, entre ellas, autogestionar las emociones

Comprender al niño como Sujeto Integral: Coeficiente Emocional + Coeficiente Intelectual


Aportes desde la Neurociencia…

Tradicionalmente, la educación formal ha enfatizado en el desarrollo cognitivo - intelectual -  en detrimento del reconocimiento y desarrollo del Coeficiente Emocional (C.E). 

Fue recientemente, en la década de los noventa: “década del cerebro”, que sucedieron grandes transformaciones en lo que respecta al estudio del C.E. Mediante el desarrollo de tecnologías (escáner de resonancia magnética, etcétera), se ha podido estudiar al cerebro cuando está pensando. Es así que se ha evidenciado que nuestro cerebro tiene la capacidad de cambiar con cada pensamiento que tenemos

Por este motivo nuestra inteligencia emocional (e Intelectual),  depende de los aprendizajes que hayamos acumulando durante nuestra vida, lo que se refleja en nuestro cerebro mediante la cantidad de redes neuronales consolidadas. Por este motivo es que Bisquerra, R. afirma que somos “arquitectos de nuestro propio cerebro”.

Llaves maestras…
 
Para desarrollar al niño tanto desde su parte intelectual como emocional, es de esencial importancia crear un clima “resonante” es decir, un espacio en el cual el niño se sienta seguro para dar lo mejor de sí.

Esto se puede lograr desde la ambientación del salón, el uso de colores, carteleras e involucrando a los niños en la confección de espacios. 

Otras actividades que contribuyen a la creación de este clima resonante son: 

Institucionalizar las emociones (furia, alegría, tristeza, calma, miedo). Brindar a los niños las herramientas para que logren “poner en palabras” aquello que sienten y nombren correctamente la emoción que experimentan.

Medir emociones y argumentar el porqué de ellas. Crear un “emocionómetro” que permita “medir” qué emoción es la más experimentada. Analizar los resultados mediante la creación de gráficas y reflexión sobre ellas. 

Generar empatía a partir de lo que sentimos, tolerar lo que siente el otro, brindar apoyo y consejos.

Crear estrategias para resolución de conflictos internos como ser bollones de la calma, propuestas de plásticas, moldeado en barro, títeres, creación de cuentos, expresión musical, entre otras actividades. 

Lectura expresiva de cuentos potenciando el reconocimiento de lo que sienten los personajes. 

Brindar la posibilidad de registrar a través de la escritura diaria cómo se sienten y por qué. 

Resultados directos e indirectos

Durante el proceso se fueron evaluando y observando los resultados positivos en los alumnos. Mostraron un mayor grado de empatía y autogestión durante el proceso. Se ven resultados indirectos: los alumnos trasladan lo aprendido a sus familias y así, logran mejores vínculos entre ellos. 

Las familias se integraron en diversos talleres e involucraron en los procesos de los niños, por lo que generó un cambio positivo en la comunidad escolar.

La convivencia positiva en el aula, permitió que entre los niños se respetaran los tiempos de aprendizaje, valoraran la palabra del “otro” y se construyera desde lo cooperativo. 

El ambiente resonante, favoreció a que educandos con dificultad en la participación oral, pudiesen vencer su “vergüenza”y/ o “temor”; así mismo, aquellos que participaban de forma constante permitieran detenerse a escuchar al otro. Esto generó que cada uno puediera dar lo mejor de sí, aprendiendo mejor en las diversas áreas.


Mtra. Tania Belén Fernández – Mtra. Jimena Damiano 
taniabelenf@gmail.com   -  
jimenadamiano@gmail.com



Nota de la edición: las maestras Tania Belén Fernández y Jimena Damiano, trabajan en diferentes escuelas rurales del departamento de Canelones, con niños de nivel 4, nivel 5, primero, segundo y tercer grado. Debido a esto, la planificación de sus actividades las realizan desde una visión de multigrado, promoviendo la interacción entre educandos de diversas edades y con conocimientos previos muy distintos entre sí. Asimismo su trabajo diario con niños de diferentes edades, ha evidenciado de cómo las prácticas docentes que realizan, han estimulado tanto a los más pequeños como a los más grandes de los grupos. Recientemente su proyecto obtuvo el segundo premio en el "Premio anual a las buenas prácticas docentes 2017", concurso organizado por el Ministerio de Educación y Cultura (MEC), que premia las buenas prácticas de aula, que se desarrollan en los centros educativos asociadas de la UNESCO.

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Moderador de Comuna Mujer.

Moderador 13-04-2018

Gracias por comentar Yannet!

Yannet 12-04-2018

Muy bueno !!!

Nacho 27-02-2018

Genial!

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