Managing emotions as a pedagogical strategy for learning to learn

Abstract

Today’s society is in continuous change with great impact on education and the comprehensive development of the individual. In this context, the school has demonstrated weaknesses when it comes to providing skills and abilities for life. This article aimed to implement emotional management as a pedagogical strategy to develop the competence of learning to learn in 5th grade primary school students. The methodology was a hybrid approach, descriptive, and action research type. Evaluative questionnaires were applied on the management of emotions, self-perception of learning-to-learn competence and the impact of the pedagogical proposal, in addition to taking photographic evidence of the implemented activities. Initially, it was found that the students had marked weaknesses in expressing their feelings, coping with anxiety, and making decisions autonomously; in addition to perceiving low skills of self-awareness, adaptation and self-regulation of learning. An active pedagogical proposal based on play and art was implemented to develop self-awareness, self-regulation and emotional self-motivation, empathy and social skills, related to learning. Thanks to the implementation of the pedagogical proposal, the competence of learning to learn went from an initial moderate level to a quite developed one and the students perceived greater acquisition of emotional skills, concentration, attention, facing academic challenges, social relationships and their attitudes towards The learning. It is concluded that the development of emotional management skills favors the development of the competence of learning to learn in primary school students.