REPRESENTATIONS AND COLLECTIVE IMAGINARIES ABOUT THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS IN EDUCATIONAL PRACTICE
DOI:
https://doi.org/10.56219/se.v26iExtraordinaria%20N°%201.5072Keywords:
social-emotional competencies, teacher social representations, school climate, pedagogical mediation, sociocultural contextAbstract
This article analyzes teachers’ social representations and collective imaginaries regarding the development of social-emotional competencies in educational practice, with the aim of interpreting how pedagogical mediation conditions the effective integration of social-emotional education across international contexts (2016–2026). A systematic theoretical review with an interpretative orientation was conducted, following the PRISMA 2020 guidelines proposed by Page et al. (2021). The search was carried out in indexed databases (Scopus, Web of Science, ERIC, SciELO, and Redalyc), applying relevance and methodological quality criteria. Thematic analysis allowed the construction of four analytical categories: teacher mediation, school climate and culture, student impact, and sociocultural context. Among the most relevant authors identified were Taylor et al. (2017), Brackett et al. (2019), Mahoney et al. (2021), Murillo and Hernández-Castilla (2018), as well as Zhou and Ee (2016). Their findings consistently indicate that the effectiveness of social-emotional programs depends primarily on teacher appropriation and institutional leadership. The study concludes that social-emotional education cannot be consolidated solely through normative frameworks, but rather through processes of pedagogical reinterpretation mediated by school culture and sociocultural context. Understanding teachers’ beliefs is therefore essential for advancing toward a sustainable and context-sensitive integration of social-emotional development in contemporary schooling.
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