Pedagogical Conceptions on the Development of Socio-Emotional Competencies in Primary Education: A Comparative Analysis between Colombia and Mexico

Abstract

This study examines the pedagogical conceptions about the practices that promote the development of socio-emotional competencies in basic primary education in public institutions in Colombia and Mexico throughout 2023. Using a qualitative approach and a case study design, semi-structured interviews were conducted with 10 teachers from Santiago de Querétaro (Mexico) and Villagarzón, Putumayo (Colombia), in order to understand their teaching strategies, as well as the challenges and opportunities in the integration of these competencies.
The findings indicate that, despite the fact that teachers value socio-emotional education, its implementation is still limited. This is due to curricular rigidity, lack of specific training and scarce institutionalization in educational projects. A discrepancy was observed between what teachers express and classroom practice, highlighting the need to transform traditional methodologies towards approaches that prioritize creative learning, emotional management, and social interaction.
In conclusion, it is essential to strengthen teacher training and review the curriculum to ensure the effective incorporation of socio-emotional competencies in primary education. It is also suggested to adopt situated pedagogies that facilitate adaptation to the social and cultural context of students, thus promoting inclusive and emotionally safe learning environments.