THE INTEGRAL EDUCATION IN CHILDHOOD: MORAL AND AFFECTIVE FORMATION AS A PILLAR OF HUMAN DEVELOPMENT

Abstract

This academic essay critically examines the limitations of the Colombian education system regarding moral and affective development in childhood. Although official guidelines promote comprehensive education, in practice, the system prioritizes measurable academic performance, neglecting students’ ethical and emotional growth. Using a documentary-hermeneutic methodology, national and international theoretical sources on care pedagogy, moral education, and affectivity in primary schooling were analyzed. The findings reveal three key tensions: the gap between institutional discourse and school practices, insufficient teacher training in socio-emotional competencies, and fragmented value-education initiatives. In response, a transversal intervention model is proposed, integrating curriculum redesign, teacher professionalization, school culture, and community participation. This proposal aims to transform current pedagogical approaches by incorporating principles such as empathy, respect, emotional self-regulation, and ethical subject formation. The study concludes that truly comprehensive education requires a structural shift in the school system’s priorities, recognizing the formative value of moral and affective dimensions as essential to human development. Furthermore, it emphasizes the need for applied research to document successful experiences and assess the impact of such interventions on school coexistence and student well-being.