Estrategia basada en la Educación emocional como alternativa inclusiva para disminuir las conductas disruptivas en el aula multigrado de la Escuela de Educación Básica Ángel Benigno Barreto Tapia de la provincia del Azuay

Abstract

In the environment of a multigrade classroom in a rural school, disruptive behaviors are observed among students, generating an influential effect on the group, especially challenging due to the diversity of ages and grades shared in the same class. That is why the study aimed to propose an emotional education strategy as an inclusive approach to mitigate these disruptive behaviors. Using a sample of 14 students from the Ángel Benigno Barreto Tapia Basic Education School in the province of Azuay in the year 2023, a qualitative methodology of the case study was used, which involves observation, interviews and anecdotal records, it is highlighted that, with Over time, disruptive behaviors become more evident in the multigrade environment, revealing a lack of knowledge among teachers about strategies based on emotional education to regulate these behaviors. In conclusion, the need to understand disruptive behaviors and strengthen knowledge in emotional education is emphasized to achieve an inclusive learning environment, respecting the diversity of the group. This is proposed through an inclusive emotional development strategy to control disruptive behaviors