Abstract:

This article contributes to the field of remote teaching during the COVID 19 emergency, presenting a socio-emotional practice carried out at the El Verjón IED School attached to the Secretary of Education of the Bogotá District (SED). This proposal was intended to strengthen the decision-making of rural students, through the management of emotions that derived from the health emergency.

For the design of the proposal, the instrument by Aldunate et al., (2000) was applied with which the main needs of the students from sixth to eleventh grade of the educational institution regarding the socio-emotional component were identified. Then, a review was made of the literature of widely recognized authors in Emotional Education who have contributed in relation to the management of emotions (Goleman,1997; Mejía, 2016; Molina, 2022; Rivera & Quiroga, 2018).

Subsequently, a formative evaluation practice was proposed that consisted of four activities designed and evaluated by the experts. These activities were implemented in the mathematics class with all high school students and were adjusted to the social and cultural context of the students, in which the students participating in the experience were expected to develop socio-emotional skills, among which the following stand out: name emotions and recognize your own feelings in relation to others.

Finally, the article presents some evidence that allows us to reinforce the ideas presented by some of the theorists of Emotional Education, with which it is deduced that the strengthening proposal helped to increase the relationships of empathy between: students, teachers and their families. Furthermore, it is shown that the proposal also provides students with tools to control their emotions, allowing better decision-making in the post-pandemic period.

Keywords:

Emotional Education, Rural Education, Teacher Training.