ABSTRACT
Emotional competencies in the current post-pandemic education has become a challenge in the educational context to appease the confinement demotivation and connectivity inequalities that have affected students' learning after the pandemic-Covib 19. In this sense, the objective has been established to describe the conceptualizations of emotional competencies, their importance and benefits in the current educational context that will allow us to deepen its importance for the development of a comprehensive education. For this purpose, a systematic review was carried out, finding 44 articles that were filtered with the PRISMA methodology, considering the relevance and the field of study, excluding 13 articles that were distant from the educational context and 14 articles that presented duplicity. Only 17 articles were synthe-sized, which allowed us to expand and filter information from high impact journals such as. Scielo 5 (29.4%), Redalyc 6 (35%), Conicet 1 (5.8%), Dialnet 5 (29.4%). This determines that the development of socioemotional competencies are capacities that every human being possesses, and that are developed during the whole life process and that is transcen-dental in the educational process, emotional competencies are a mediator between personal and social wellbeing, in the educational process the development of emotions is indis-pensable for the connection with learning. Copyright © 2022, Venezuelan Society of Pharmacology and Clinical and Therapeutic Pharmacology. All rights reserved.
ABSTRACT
"Aventurémonos en Familia Program” aims to generate a space for the recognition, regulation and emotional recovery of early childhood, children, teenagers and their families in the midst of the crisis presented by Covid-19, and who are immersed in contexts of violence. This is an emotional education program, its objective is promoting mental health and family functionality. In the program was implemented a mixed research with 159 caregivers and 139 children in Córdoba, Atlántico and Sucre, Colombia. The results show that the participants have improvements family functionality and the emotional skills of the family members. © GKA Ediciones, authors.
ABSTRACT
The pandemic situation and school closures have a significant impact on teachers and students, which will have lasting consequences if timely educational policies and measures are not adopted. The objective of this article is to critically analyze some lessons that should be learned from this pandemic in reference to education, turning it into an opportunity to re-situate its meaning. The aspects to rethink-although there are others- are: No student should be left out;Rationalizing the curriculum;New ways of working;and Resilient students and teachers. Among the conclusions are: the need to guarantee an effective right to education for all students, regardless of their abilities, needs or socioeconomic status. Educational policies and pedagogical practices must be implemented to reduce inequalities, learning gaps and promote equal opportunities;to end the rigidity of the system and of a curriculum that favors rote learning, oriented towards examination;to rethink the ways of teaching and learning, taking into account the proposals of neuropedagogy and active teaching;and, finally, the need to train resilient tutors capable of helping to overcome the consequences of COVID-19, in addition to strengthening this capacity among the teaching community itself.