Estudio revela la importancia de integrar habilidades socioemocionales en el aprendizaje

autoridades

Los resultados de la investigación Fondecyt N° 1150417 se dieron a conocer en el seminario "¿Comunicarse para aprender? Lenguajes, emoción y cognición en aula". El estudio fue liderado por la decana de la Facultad de Educación, Lorena Medina.

El escenario es el siguiente: una sala de clases con 35 estudiantes y un profesor dando clases durante 45 minutos sin parar. Más de la mitad del tiempo el docente les explica a sus alumnos y alumnas sobre la materia, hay poco espacio de interacción y mucha instrucción lineal. Estas son las características de las aulas chilenas, según un estudio realizado por académicos e investigadores de la Facultad de Educación de la Universidad Católica.

El estudio observó durante un año las condiciones comunicativas generadas en 7 cursos de 5° año Básico, en clases de Lenguaje y Matemática. Siete docentes, con un total de 271 estudiantes de tres colegios particulares subvencionados de Santiago. El equipo de investigación está liderado por la investigadora y, también, Decana de la Facultad de Educación de la Universidad Católica, Lorena Medina, y conformado por psicólogos y profesores: Dominga Ortíz, Tomás Llanos, Constanza Alvarado, Pablo Ojeda y Fernanda Mansilla.

Análisis previos, realizados por la investigadora principal desde el CEPPE UC, mostraron que “existe un claro predominio del discurso del profesor y escasa presencia de interacciones que promuevan las habilidades cognitivas de orden superior. En clases de lenguaje, por ejemplo, se observaron escasas oportunidades de desarrollar vocabulario y reflexión sobre el lenguaje “. Estas características persisten en la investigación actual reportada, y un ejemplo de esto es que del total de preguntas que se formulan durante una jornada de clases, el 34,1% es sólo para recordar información.

“Falta calidad y profundidad en la interacción”. ¿Por qué sucede esto? Según Medina, “muchas veces tiene que ver con factores externos, sabemos que sobre los maestros hay presiones como las pruebas estandarizadas y las metas inmediatas a cumplir, por ejemplo. Todo esto tiene un impacto directo en la promoción de la participación y por tanto en la autonomía de los estudiantes”, recalcó Medina.

El estudio recogió también la opinión de los niños y niñas de 5° básico, quienes dieron cuenta de una baja interlocución y de la necesidad de establecer relaciones socioemocionales positivas para aprender. Los estudiantes señalaron que para poder motivarse era necesario sentir confianza con el maestro, confianza para poder participar en la sala de clases, y respeto. “Los estudiantes dicen cuestiones muy sensatas y hablan desde la afectividad, y es justamente este espacio el que no estamos promoviendo en los procesos de aprendizaje. De hecho, una de las afirmaciones más impactantes por parte de una de las estudiantes fue: el profesor no me ve”, destacó la Decana.

El hecho, también, fue comentado por una de las co-investigadoras del proyecto Fondecyt, Constanza Alvarado, quien dio a conocer uno de los testimonios que recogieron de los estudiantes: “Nos contaron de ciertas prácticas que experimentaban al interior del aula y que para ellos eran no tan deseables. Por ejemplo, nos dijeron, cito textual… “porque nosotros acá tenemos un profesor que no nos podemos parar porque él nos dice: siéntense, nos grita y nosotros le vamos a preguntar algo y no nos contesta bien”, explicó.

Además, Alvarado señaló que el análisis arrojó, también, que los niños declaraban aprender más con los maestros que tenían más confianza, pues “el filtro primario de los estudiantes es el afectivo socioemocional”, recalcó.

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Otros expositores

La exposición de los resultados fue bien recibida por la audiencia que asistió al seminario, en el que también participaron el Secretario Ejecutivo de la Agencia de la Calidad de La Educación, Carlos Henríquez y el Decano de la Facultad de Psicología de la Universidad Autónoma de Madrid, Ignacio Montero.

El Secretario de la Agencia de la Calidad, Carlos Henríquez, valoró el trabajo realizado por el equipo de investigadores, sobre todo, dijo, porque analiza las interacciones y “releva la importancia de la emoción en el aula y cómo este factor apoya al aprendizaje. Con esto, nos queda claro, entonces, que sí es necesario avanzar hacia una educación más integrada”.

“Para poder aprender se requiere conexión afectiva con los niños y niñas, el aprendizaje no se puede reducir sólo a conocimientos. Hay que preguntarse cómo estamos y para qué estamos aprendiendo”, agregó Henríquez.

Por su parte, el Decano de la Escuela de Psicología de la Universidad Autónoma de Madrid, Ignacio Montero, expuso sobre los desafíos del manejo emocional en el proceso de aprendizaje en Educación inicial. “Son fundamentales las competencias emocionales de los maestros y es necesario integrar en el currículum una forma de trabajar las emociones de manera integrada”, señaló´.

Descargar ponencia FONDECYT
Descargar ponencia IGNANCIO MONTERO

Información periodística: Paulina Salazar, pasalazarv@uc.cl.

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1 × SELECT id, rules FROM `educacion_viewlevels
1 × SELECT b.id FROM educacion_usergroups AS a LEFT JOIN educacion_usergroups AS b ON b.lft <= a.lft AND b.rgt >= a.rgt
1 × SELECT `session_id` FROM `educacion_session`
1 × SELECT `file` FROM educacion_rsfirewall_hashes
1 × SELECT * FROM educacion_rsfirewall_configuratio
1 × SELECT alias, catid FROM educacion_content
1 × SELECT `params` FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT * FROM educacion_languages
1 × SELECT `data` FROM `educacion_session`

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1744123104;s:18:\"session.timer.last\";i:1744123104;s:17:\"session.timer.now\";i:1744123104;s:24:\"session.client.forwarded\";s:12:\"18.118.82.92\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1744123106'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('322e82c4d6e4efebb7a895040b5ba092', 0, '1744123104'

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Información de Perfil

Uso de Memoria

Registro Database

44 Registro Consultas

34 Tipos de consultas del registro, Ordenado por acontecimientos.

SELECCIONAR Tablas:

OTRAS Tablas: