Teachers’ socio-emotional skills: tools for peace in school
The school is the main scenario for the individual’s training and socialization. Student’s imaginaries, realities, subjectivities, and behaviors are reinforced there. Hence, teachers’ role is fundamental because they act as guides and models of interindividual reactions, relationships, and links gen...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6748
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13556
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819
https://repositorio.uptc.edu.co/handle/001/13556
- Palabra clave:
- teacher
school
classroom
peace culture
socioemotional skills
docente
escuela
aula
cultura de paz
habilidades socioemocionales
enseignant
école
salle de classe
culture de la paix
compétences socio-émotionnelles
docente
escola
sala
cultura de paz
habilidades sócio-emocionais
- Rights
- License
- Derechos de autor 2019 Adriana Marien Gutiérrez-Torres, Sandra Jackeline Buitrago-Velandia
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| dc.title.en-US.fl_str_mv |
Teachers’ socio-emotional skills: tools for peace in school |
| dc.title.es-ES.fl_str_mv |
Las Habilidades Socioemocionales de los Docentes, herramientas de paz en la escuela |
| dc.title.fr-FR.fl_str_mv |
Les compétences socio-émotionnelles chez les enseignants : outils de la paix à l’école |
| dc.title.pt-BR.fl_str_mv |
As habilidades sócio-emocionais nos docentes: ferramentas de paz na escola |
| title |
Teachers’ socio-emotional skills: tools for peace in school |
| spellingShingle |
Teachers’ socio-emotional skills: tools for peace in school teacher school classroom peace culture socioemotional skills docente escuela aula cultura de paz habilidades socioemocionales enseignant école salle de classe culture de la paix compétences socio-émotionnelles docente escola sala cultura de paz habilidades sócio-emocionais |
| title_short |
Teachers’ socio-emotional skills: tools for peace in school |
| title_full |
Teachers’ socio-emotional skills: tools for peace in school |
| title_fullStr |
Teachers’ socio-emotional skills: tools for peace in school |
| title_full_unstemmed |
Teachers’ socio-emotional skills: tools for peace in school |
| title_sort |
Teachers’ socio-emotional skills: tools for peace in school |
| dc.subject.en-US.fl_str_mv |
teacher school classroom peace culture socioemotional skills |
| topic |
teacher school classroom peace culture socioemotional skills docente escuela aula cultura de paz habilidades socioemocionales enseignant école salle de classe culture de la paix compétences socio-émotionnelles docente escola sala cultura de paz habilidades sócio-emocionais |
| dc.subject.es-ES.fl_str_mv |
docente escuela aula cultura de paz habilidades socioemocionales |
| dc.subject.fr-FR.fl_str_mv |
enseignant école salle de classe culture de la paix compétences socio-émotionnelles |
| dc.subject.pt-BR.fl_str_mv |
docente escola sala cultura de paz habilidades sócio-emocionais |
| description |
The school is the main scenario for the individual’s training and socialization. Student’s imaginaries, realities, subjectivities, and behaviors are reinforced there. Hence, teachers’ role is fundamental because they act as guides and models of interindividual reactions, relationships, and links generated in the school environment. Through them, school is shaped as a scenario that enables classroom management as a space where students can learn to experience peace. The article is presented as a theoretical review regarding how teachers’ socio-emotional skills affect the management of peace environments in the school, taking into account factors such as classroom climate, school conflict, culture of peace and interpersonal relationships, both between teachers and between teachers and students. |
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2019 |
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2024-07-05T19:04:42Z |
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2024-07-05T19:04:42Z |
| dc.date.none.fl_str_mv |
2019-09-16 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6748 |
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info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/version/c_970fb48d4fbd8a332 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819 10.19053/22160159.v10.n25.2019.9819 |
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https://repositorio.uptc.edu.co/handle/001/13556 |
| url |
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819 https://repositorio.uptc.edu.co/handle/001/13556 |
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10.19053/22160159.v10.n25.2019.9819 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819/8394 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819/9090 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819/9091 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819/10333 |
| dc.rights.es-ES.fl_str_mv |
Derechos de autor 2019 Adriana Marien Gutiérrez-Torres, Sandra Jackeline Buitrago-Velandia |
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http://purl.org/coar/access_right/c_abf2 |
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http://purl.org/coar/access_right/c_abf249 |
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Derechos de autor 2019 Adriana Marien Gutiérrez-Torres, Sandra Jackeline Buitrago-Velandia http://purl.org/coar/access_right/c_abf249 http://purl.org/coar/access_right/c_abf2 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 167-192 |
| dc.source.es-ES.fl_str_mv |
Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 167-192 |
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Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 167-192 |
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Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 167-192 |
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Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 167-192 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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1839633872066707456 |
| spelling |
2019-09-162024-07-05T19:04:42Z2024-07-05T19:04:42Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/981910.19053/22160159.v10.n25.2019.9819https://repositorio.uptc.edu.co/handle/001/13556The school is the main scenario for the individual’s training and socialization. Student’s imaginaries, realities, subjectivities, and behaviors are reinforced there. Hence, teachers’ role is fundamental because they act as guides and models of interindividual reactions, relationships, and links generated in the school environment. Through them, school is shaped as a scenario that enables classroom management as a space where students can learn to experience peace. The article is presented as a theoretical review regarding how teachers’ socio-emotional skills affect the management of peace environments in the school, taking into account factors such as classroom climate, school conflict, culture of peace and interpersonal relationships, both between teachers and between teachers and students.La escuela es el principal escenario formativo y de socialización del individuo. Allí se consolidan los imaginarios, realidades, subjetividades y conductas del estudiante. Por consiguiente, el papel de los docentes es fundamental, debido a que operan como guías y modelos de las reacciones, relaciones y vínculos interindividuales que se generan en el ambiente escolar. Gracias a ellos la escuela se configura como un escenario que posibilita la gestión del aula como un espacio en el que se puede aprender a experimentar la paz. El artículo se plantea como una revisión teórica respecto a cómo las habilidades socioemocionales de los docentes inciden en la gestión de los ambientes de paz en la escuela, teniendo en cuenta factores como el clima de aula, el conflicto escolar, la cultura de paz y las relaciones interpersonales, tanto entre docentes, como entre docentes y alumnos.L’école est le scénario principal de formation et de socialisation des individus. C’est là où les imaginaires, les réalités, les subjectivités, et les comportements des élèves se consolident. Par conséquent, le rôle des enseignants est essentiel, étant donné qu’ils agissent en tant que guides et en tant que modèles des réactions, des relations, et des liens interindividuels qui sont générés dans Las habilidades socioemocionales en los docentes: herramientas de paz en la escuela l’environnement scolaire. Grâce à eux, l’école se présente comme un scénario qui rend possible la gestion de la salle de classe comme un espace dans lequel on peut apprendre à faire l’expérience de la paix. Cet article est conçu comme une révision théorique sur l’incidence des compétences socio-émotionnelles des enseignants sur les environnements de paix à l’école, compte tenu d’éléments tels que le climat de classe, le conflit scolaire, la culture de la paix, et les relations interpersonnelles tant entre les enseignants qu’entre les enseignants et les étudiants.A escola é o principal espaço formativo e de socialização do indivíduo. Ali consolidam-se os imaginários, realidades, subjetividades e condutas do estudante. Portanto, o papel dos docentes é fundamental, devido a que operam como guias e modelos das reações, relações e vínculos interindividuais que se geram no ambiente escolar. Graças a eles, a escola se configura como um lugar que possibilita a gestão da sala como um espaço no que se pode aprender a experimentar a paz. O artigo propõese como uma revisão teórica com respeito a como as habilidades sócio-emocionais dos docentes incidem na gestão dos ambientes de paz na escola, tendo em conta fatores como o clima da sala, o conflito escolar, a cultura de paz e as relações interpessoais, tanto entre docentes, como entre docentes e alunos.application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819/8394https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819/9090https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819/9091https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9819/10333Derechos de autor 2019 Adriana Marien Gutiérrez-Torres, Sandra Jackeline Buitrago-Velandiahttp://purl.org/coar/access_right/c_abf249http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 167-192Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 167-192Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 167-192Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 167-192Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 167-1922462-86032216-0159teacherschoolclassroompeace culturesocioemotional skillsdocenteescuelaaulacultura de pazhabilidades socioemocionalesenseignantécolesalle de classeculture de la paixcompétences socio-émotionnellesdocenteescolasalacultura de pazhabilidades sócio-emocionaisTeachers’ socio-emotional skills: tools for peace in schoolLas Habilidades Socioemocionales de los Docentes, herramientas de paz en la escuelaLes compétences socio-émotionnelles chez les enseignants : outils de la paix à l’écoleAs habilidades sócio-emocionais nos docentes: ferramentas de paz na escolainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6748http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a332http://purl.org/coar/version/c_970fb48d4fbd8a85Gutiérrez-Torres, Adriana MarienBuitrago-Velandia, Sandra Jackeline001/13556oai:repositorio.uptc.edu.co:001/135562025-07-18 11:44:03.228metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |