Estrategia psicopedagógica basada en habilidades emocionales para el mejoramiento de la disciplina positiva durante el proceso de enseñanza aprendizaje.

Abstract

This research work refers to a study on positive discipline that demands to be known, contextualized and established within the classrooms for optimal training development during the teaching-learning process, this is how the teaching process is referred to in the first instance - learning as an object of study; Next, the emotional skills that are the field of research are addressed, which refers to the historical and conceptual characterization of emotional skills in the teaching-learning process and the relationship with the teachinglearning process, as well as the characterization conceptual of the positive discipline, its principles and psychological approaches that support it, in the same way the problem is contextualized within the educational institution, obtaining as a result the initial scenario and its possible causes. The research describes the socio-critical paradigm. The population consisted of 34 Ninth-Year students and 5 teachers, as an instrument, classroom observation was used through a rubric to demonstrate the disciplinary environment in the classroom, as well as a survey applied to teachers who teach classes in this course with the purpose of knowing what strategies the teacher uses to maintain discipline during class. The conclusions establish that teachers need to know and apply multiple innovative strategies that allow establishing positive discipline during the teaching-learning process. Thus, a psychopedagogical strategy based on emotional skills was developed as a proposal to establish positive discipline during the teaching-learning process in ninth-year EGB students. of the educational unit San Rafael de Sharug, the proposal contains experiential workshops of personal development that allow preparing the teacher to meet the different needs of students and at the same time deepen the process of positive discipline to be applied within the classroom during the The teaching-learning process, which was validated by 7 experts, who, through an evaluation instrument, presented their qualifications and with the Aiken V method, it was evidenced that the proposal is pertinent.