Human beings learn about the world and life through the processes of interaction and appropriation of the tools provided by their cognitive environment. This appropriation of knowledge and construction of life is regulated by the relationship between the self, the self and the other, in the various processes of socialization and in the processes of negotiation and cognitive mediation between subjects.
These basic socioemotional elements for building knowledge have been highly affected in the post-pandemic context due to the social distancing to which we were subjected and the closure of educational institutions, which means that at present the social fabric built cooperatively as a social brain has been seriously affected.
The position of this social research is precisely about pedagogical strategies in a post-pandemic context that value and rescue a socioemotional education. This research exercise was carried out from the development of the module of Cognition and multimedia thinking process in a public institution of higher education in the city of Bogota-Colombia.
The research is of a qualitative nature, assumed as interdisciplinary social research; the population is constituted by a group of eight (12) students, enrolled in the course of cognition and multimedia thinking processes, two (2) members of each family and a total of 16 students of early childhood, elementary and middle school. For a total population universe of 42 participants.
It consists of four phases: FIRST PHASE: intervention and analysis of texts with graduate students in mixed meetings (virtual and face-to-face); SECOND PHASE: application of workshops that contribute to the socioemotional and systemic development of participating students; SECOND PHASE: application of these workshops to early childhood, elementary and middle school students; FOURTH PHASE: surveys and life histories of the families of the graduate students who attended the classes, of the children and adolescents who were part of the process.
The triangulation of the results shows the importance of understanding the perspective of current education under other paradigms in the face of the emotional subject from their empathic relationships in the context of isolation due to the pandemic and its effects in post-pandemic.
Key words: socioemotional education, deconstruction, empathy, thought processes, post-pandemia-covid 19.
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