Educación Socioemocional en la Nueva Escuela Mexicana: un Análisis Documental.

Abstract

The purpose of this documentary research was to identify socioemotional education focusing on the New Mexican School. The methodology employed was documentary research, supported by conceptual mapping, exposing the origin of the concept, the category to which it belongs, its characteristics, its difference from other concepts, its classification, its relationship with other concepts, its methodological elements, and its exemplification in a real situation. This approach implies a paradigm shift in the integral formation of individuals in the New Mexican School, with an emphasis on understanding and managing emotions, developing empathy, and promoting social justice. The different subclasses of emotional education are noted, such as dialogical and transformative emotional education, all focused on critical analysis and social transformation; in addition to its relationship with critical theory and social constructivism as fundamental pillars of this approach. It is concluded that it is a process that includes participatory diagnosis, open dialogue, critical analysis of content, reflexive curriculum design, transformative pedagogical practices, active participation, and formative evaluation prioritizing critical analysis and social transformation for an effective impact within the student's social context; highlighting the need for conceptual and empirical studies to support its effective implementation in educational practices and better understand its impact on the educational environment.