Keywords
socio-emotional learning
cognition
social mobility
hablidades sociales
aprendizaje socioemocional
cognición
movilidad social
How to Cite
Abstract
Training in Social and Emotional Skills (SES) implies a field of study under construction that is beginning to detach itself from the exclusively cognitive sphere, in order to find epistemological approaches that integrate the students' contexts. Even so, standardized tests are used, whose results replicate forms of social reproduction in which adolescents, the usual audience of these measurements, are not sufficiently recognized in their age and citizenship condition. The purpose of the study is to review the implications of the cognitive development approach, integrating the positions of political emotions (Martha Nussbaum) and participatory appropriation (Barbara Rogoff), in the HSE formative processes of two schools with different Socioeconomic Level (SEL) in the Metropolitan Area of the City of Medellin, (Colombia), as an alternative to the conclusions of the studies on SES proposed by the Organization for Economic Cooperation and Development (OECD). The methodology involved a case study with mixed, correlational and narrative typology; a sample of 66 adolescents, with the use of Likert scale and semi-structured interviews, applied in the first semester of 2023. The results indicate the valuation of the adolescent condition in both schools, tinged by aspects of social reproduction: with marked recognition in the public of the institutional work in SES, as opposed to its role of citizen projection as part of the cultural capital in the private. The conclusions establish how minors can affirm themselves from educational contexts favored by the proposed cognitive development approach with forms of cultural mobilization in the public school, and greater opportunities for social commitment in the private school.
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