SOCIO-EMOTIONAL SKILLS IN RURAL CONTEXTS: CONTRIBUTIONS OF EDUCATIONAL NEUROSCIENCE FROM A BIBLIOGRAPHIC REVIEW

Abstract

Socio-emotional development during primary education is a fundamental pillar for the comprehensive formation of students, influencing their academic performance as well as their social adaptation and psychological well-being. However, in rural contexts, this process faces particular challenges, such as scarcity of resources, diversity in multigrade classrooms, and limitations in access to specialized pedagogical strategies. The present article aims to conduct a literature review to explore the contributions of educational neuroscience to the development of socio-emotional skills in rural students, specifically in primary school students. The methodology used is a literature review, which involved searching for articles and research conducted in the Latin American context over the past five years, directly related to the topic and object of study. The review included 12 studies, which were extracted from different databases such as Google Scholar, Redalyc, and SciELO. As results, the main neuroeducational strategies that have proven effective in enhancing socio-emotional development in rural settings were identified, as well as the factors that facilitate or hinder their implementation in these contexts. Similarly, findings were systematized and summarized regarding the impact of educational neuroscience on the improvement and development of socio-emotional skills in rural students.