SCHOOL COEXISTENCE FROM AN EMOTIONAL PERSPECTIVE IN TEACHING PEDAGOGICAL PRACTICE

Abstract

The objective of this scientific essay was to analyze teachers' emotional perceptions of their experiences in the classroom, delving into the teacher's role and management of school coexistence. It identified factors influencing this process, such as family environments, the use of new forms of communication, and the digital age, as well as the scope of action for strengthening school coexistence through strategies employed by teachers, such as dialogue and inclusion. The study involved systematically analyzing teacher focus group testimonies and conducting a literature review, generating qualitative results that facilitated the understanding and interpretation of the phenomena arising from the experiences of both teachers and elementary school students. Highlighting the conflict as a negative concept that needs to be restructured as an opportunity to transform school environments, dialogue is an indispensable method for the teacher as a leader, mediator, and inclusive observer and guide in the diverse contexts in which students develop and the new modes of interaction and communication. Emphasizing the teacher's role is the ability to guide school coexistence through vocation and empathy, while adhering to norms and rules, as experience has shown these to be obsolete methods. Likewise, the cooperative and collaborative work of students and parents, guided by values ​​and principles for the well-being of society as humanity, especially in school coexistence, is the catalyst for changing attitudes and behaviors both within and outside of school environments. This fosters harmonious environments in which the teacher is the primary agent if they possess the capacities, skills, and competencies to act proactively, based on their perception of the student's reality.