Palabras clave
socio-emotional learning
cognition
social mobility
hablidades sociales
aprendizaje socioemocional
cognición
movilidad social
Cómo citar
Resumen
La formación en habilidades sociales y emocionales (HSE) implica un campo de estudio en construcción que comienza a desligarse del ámbito exclusivamente cognitivo para encontrar enfoques epistemológicos que integren contextos del alumnado. Aun así se emplean pruebas estandarizadas, cuyos resultados replican formas de reproducción social en las que las personas adolescentes, público habitual de estas mediciones, no son reconocidas en su condición etaria y ciudadana. El propósito del estudio es revisar las implicaciones del enfoque de desarrollo cognitivo, al integrar las posturas de las emociones políticas (Martha Nussbaum) y la apropiación participativa (Barbara Rogoff) en los procesos formativos de HSE de dos escuelas con diferente nivel socioeconómico (NSE) en el Área Metropolitana de la Ciudad de Medellín, Colombia, como alternativa a las conclusiones de los estudios sobre HSE propuestos por la Organización para la Cooperación y el Desarrollo Económico OCDE. La metodología implicó un estudio de caso con tipología mixta, correlacional y narrativa, y una muestra de 66 adolescentes, con el empleo de escala Likert y entrevistas semiestructuradas aplicadas en el primer semestre de 2023. Los resultados indican la valoración de la condición adolescente en ambas escuelas, matizada por aspectos de reproducción social con marcado reconocimiento, en lo público, de la labor institucional en HSE frente a su papel de proyección ciudadana como parte del capital cultural en lo privado. Las conclusiones establecen cómo las personas menores pueden afirmarse desde contextos educativos favorecidos por el enfoque de desarrollo cognitivo propuesto con formas de movilización cultural en la escuela pública y mayores oportunidades de compromiso social en la escuela privada.
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