Acceso usuarios
Yamileth Bejarano Valencia, María Catalina Echeverri Lodoño, Viviana Muñoz Morales
El presente estudio tiene por objetivo general explorar los significados que construyen niños y niñas acerca de las emociones positivas: gratitud, compasión y simpatía. Para ello se propuso caracterizar los significados de estas emociones, identificar las que se expresan con mayor frecuencia en las narrativas orales y comparar los desempeños de los niños según las variaciones en edad y grado escolar. La metodología de este estudio es de tipo cualitativo, exploratorio-descriptivo, para el que se usó como instrumento el libro-álbum del cuento “No te rías Pepe” de Keiko Kasza. El abordaje se realizó con los grados tercero y quinto de primaria, con un total de 12 participantes de dos instituciones educativas. Finalmente, se tuvo como resultado que los desempeños cognitivos por grado escolar no tuvieron variaciones, aunque sí se observa una diferencia al comparar las instituciones educativas. Esto se debe, posiblemente, al uso de estrategias pedagógicas a partir de la narrativa en una de ellas. Los niños que lograron desempeños avanzados en comprensión e identificación se acercan más a reconocer la perspectiva del otro. Por ende, se concluye que el proceso de comprensión intertextual es fundamental para lograr conceptualizar los significados de las emociones y extraer conocimientos para la propia vida. Esto se relaciona con las habilidades socioemocionales, como por ejemplo la empatía, que se convierte en un factor protector que favorece la convivencia y mejora las formas de interacción entre pares.
The general objective of this study is to explore the meanings of the positive emotions that children build: gratitude, compassion and sympathy. For this reason, it was proposed to characterize the meanings of these emotions, identify those that are expressed more frequently in oral narratives and then compare the children's performances, taking into account variations in age and grade. The methodology of this study is qualitative, exploratory-descriptive, the approach was carried out with third and fifth grade students of the primary level, thus having a total of 12 participants from two educational institution, whose particularity is found in the pedagogical approaches, since both entities are private. However, educational institution A has a confessional approach and makes use of the narrative strategy within the classroom, while educational institution B operates with productive projects and has a coverage expansion modality. The instruments addressed in this study were: the album book, by the author Keiko Kasza called: "Don't laugh Pepe", since in its structure it addresses the three positive emotions to be studied. Similarly, there was a grid of questions prepared by the research team, taking into account the task analysis methodology (Otalora, 2019) and the categories of analysis:
Intersubjectivity, Understanding and Identification, and Positive Emotions. This instrument sought the reconfiguration of the story in its sequence and understanding, later it is investigated from the recognition of the emotion and the concept that is given to it, through the story and in relation to the child's experience. Finally, it was obtained as a result that the cognitive performances by school grade did not have variations, although a significant difference is observed when comparing the educational institutions and this is possibly due to the use of pedagogical strategies based on the narrative in one of them. Children who achieved advanced performances in understanding and identification are closer to recognizing the other's perspective. This is related to socio-emotional skills, such as: empathy, which becomes a protective factor that favors coexistence and improves forms of interaction between peers.
Regarding the interaction between the previous categories and the emotions of sympathy and compassion, it was found that the children who obtained high performances manage to recognize the perspective of the other, present affective self-awareness and empathic regulation.
That is, they not only do express harmony with the suffering of the other, but they proposed actions to help repair the situation of injustice or pain that the person is experiencing. This shows that they approach the cognitive functioning of empathy. It was novel that the children who were able to identify emotionally with the story and relate it to aspects of their own lives, presented better performances in terms of the conceptualization of emotions and a more enriched discourse. In addition, when making a comparison between groups of the same school grade, no significant differences are observed, although they are by institution. In this way, the participants of the educational institution A, presented better performances in the category of identification, this could be related to the fact that the teachers use the narrative in the classroom, since the work from the narrative produces effects in the subject. In the understanding of themselves oneself and others, it enables the creation of new relationships of meaning. That is, it allows the subject an encounter, confrontation and redefinition of the experiences and representations of it. Therefore, it is concluded that the process of intertextual understanding is essential to conceptualize the meanings of emotions and extract knowledge for life itself.
