Socio-emotional education in classrooms

Abstract

Socio-emotional education has been present in the work of philosophers, physiologists, psychologists and, above all, educators. In this sense, the coincidences refer to the fact that it is a social need, since this process implies providing adaptability tools that allow, as a process, to reach a potential complete human, and this affects the levels of well-being to have a pleasant life. Working on emotions and feelings to provide emotional, psychological and mental stability is hard work. Studies have shown that a student, despite obtaining the best academic grades in his long educational journey, if he does not have socio-emotional skills to work on himself and in an increasingly changing society, he can be a failure in his personal life and professional. Classrooms in Ecuador focus their efforts on the tireless search for learning and objectives proposed within the current curriculum, the subjects considered essential show a greater workload for students and teachers. But, the socio-emotional aspect is a complement within the curriculum, often being replaced by other activities. The article argues the importance of socio-emotional education in the classroom.