CURRICULAR FLEXIBILITY AND EMOTIONAL INTELLIGENCE IN RURAL CONTEXTS THROUGH A DOCUMENTARY REVIEW OF EMERGING TEACHING APPROACHES AND PRACTICES

Abstract

This article presents a bibliographic review focused on the relationship between curricular flexibility and the development of emotional intelligence in students from rural contexts. A qualitative methodological approach was used, specifically a documentary review, where studies from the last five years were systematized and classified. The bibliographic search was conducted in academic databases, applying inclusion criteria such as language, type of study, and relevance to the topic. The collected information was organized into thematic categories that facilitated the analysis and interpretation of the data. The main findings reveal that curricular flexibility is a key strategy for adapting to the social and cultural particularities of rural environments, contributing to a more inclusive and contextualized education. Furthermore, it was identified that the integration of emotional intelligence into the school curriculum improves students' well-being and academic performance, being essential in vulnerable contexts. However, it was observed that while theoretical advances exist, the practical implementation of these strategies remains insufficient, especially due to the lack of teacher training and adequate resources. The conclusions highlight the urgent need to strengthen teachers' emotional training and systematically integrate emotional education into curricular programs, especially in rural areas, to promote a comprehensive education that addresses not only cognitive aspects but also emotional and social ones.