Esta investigación tuvo como objetivo explorar la relación existente entre la inteligencia emocional (IE) de los estudiantes de segundo grado de una Institución Educativa Distrital (IED) y la convivencia en la escuela. Se realizó un estudio cualitativo hermenéutico interpretativo por medio de entrevistas semiestructuradas y quince sesiones de observación participante que involucro a cinco docentes, quince padres de familia y quince estudiantes; la información obtenida fue analizada y triangulada, a partir de los planteamientos de la Teoría Fundamentada propuesta por Strauss & Corbin (2002). Los resultados se presentan a partir de tres categorías de análisis: 1) expresión de las emociones: familia vs escuela, 2) rol del adulto: ¿mediar o solucionar el conflicto?, y 3) la convivencia en la escuela: una oportunidad para construir solidaridad; que dan cuenta de la influencia de la inteligencia emocional en la convivencia escolar. Se concluye que el estudio permite avanzar en la comprensión e importancia de la potenciación de las habilidades emocionales de los estudiantes a favor de los procesos de interacción en la escuela y la familia; por lo tanto, se espera que proporcione elementos para orientar la construcción de propuestas educativas que aborden con sentido pedagógico la alfabetización emocional.
Trans people around the world represent one of the most marginalized and stigmatized groups in society who are at high risk of discrimination, violence and abuse (White Hughto, Reisner, & Pachankis, 2015). In Colombia, older adults face a situation of vulnerability and poverty, and this situation is even more dramatic for older people with diverse gender identities. The research focused on understanding the challenges that a group of Colombian trans women experience in the process of aging and old age. An exploratory qualitative research project was carried out using constructionist Grounded Theory. Twenty five trans-women from 50 to 67 years old who live in Bogotá, Colombia participated. The data were collected using semi-structured interviews. The results address three main research questions: (a) How the participants overcome the life expectancy and achieve middle and older adulthood? (b) What are the barriers the participants faced in the aging process? (c) How do the group of Colombian trans women imagine and considered a successful aging? The results evidenced that the process of aging of the participants was influenced by six psycho-socio-cultural categories. A central category that was identified as opportunity, which was influenced by five categories: a) Violence, discrimination and transphobia, b) Transit process, c) Personal strengths d) Mobilization and activism and e) experience and perception the old age. Discussion. The challenges that the participants experienced were those associated with the process of aging and to their gender identity. Trans women achieve middle and old adulthood for their personal strengths, activism and mobilization.
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