DEVELOPMENT OF EMOTIONAL INTELLIGENCE FOCUSED ON THE LEARNING OF PRIMARY SCHOOL STUDENTS IN BUCARAMANGA

Abstract

Emotional intelligence is viewed as the ability to recognize, understand, and manage one's own emotions and those of others. It is proposed that its development should be integrated into school learning from an early age, through experiences that foster self-regulation, empathy, and assertive communication in everyday and academic contexts. Consequently, learning should incorporate pedagogical practices that promote emotional awareness, such as reflection window activities, emotion journals, and guided discussions, so that students can identify emotional states that facilitate or hinder learning in the classroom. Considering the above, this essay was framed within the objective of theoretically assessing the development of emotional intelligence based on school learning. Among the most significant results, it is relevant to highlight the construction of safe and participatory classroom environments where emotional diversity is valued, stigmas are avoided, and peer support is offered, strengthening social skills, conflict resolution, and collaborative work. As a result, it is proposed to link the development of emotional intelligence with curricular content, so that curricular activities include ethical dilemmas, collaborative projects, and critical thinking practices that require emotional regulation in the face of academic challenges.