THE ROLE OF SOCIO-EMOTIONAL EDUCATION IN TRANSFORMING SCHOOL COEXISTENCE IN BASIC EDUCATION

Abstract

This article explores the link between socio-emotional education and its role in transforming school coexistence in Colombian basic education. It highlights the fundamental role of socio-emotional education in the holistic development of students and, from a theoretical perspective, presents arguments for a teaching and learning process grounded in emotional and social competencies. This approach fosters harmonious coexistence and strengthens interpersonal relationships both within and outside the school context. Socio-emotional education is presented as a central axis of human development, promoting skills related to emotion management, empathy, assertive communication, peaceful conflict resolution, and the recognition of diversity. This perspective stems from the recognition of the human being as a unique individual with distinctive characteristics, yet simultaneously requiring social connections for individual and collective well-being. Consequently, the article argues that the early acquisition of socio-emotional competencies is essential for building educational environments based on respect, acceptance, and healthy coexistence. This article also analyzes aspects such as mental health, democratic values, the recognition of fundamental rights, and the capacity for emotional self-regulation, and their direct impact on the quality of interactions within the school environment. From this perspective, socio-emotional education transcends the institutional sphere to become an essential component of civic education and holistic development in a society characterized by increasing social and cultural challenges. In this sense, this article proposes rethinking school coexistence from a socio-emotional approach that allows for a re-examination of pedagogical practices in basic education, guiding them toward the construction of a more inclusive, empathetic, and humanized school climate.