Play as an affective dimension for improving school coexistence

Abstract

This research examines the impact of collaborative play on the development of socio-emotional skills in fifth grade students at the Trinidad Arriba Rural School in Nechí, Antioquia. It starts from the problem related to the lack of skills such as empathy and conflict resolution, which affects coexistence and interaction in the classroom. It hypothesizes that collaborative activities favor the development of these skills by strengthening teamwork and assertive communication. The study adopts a mixed approach and is framed in the participatory action-research methodology, actively involving students in the identification, reflection and improvement of coexistence dynamics. Through collaborative learning strategies, their effects were analyzed through direct observation, records of experiences and reflective dialogues. The results show significant improvements in empathy and cooperation, as well as in the ability to resolve conflicts and establish relationships based on respect. These findings underline the importance of implementing pedagogical strategies that encourage participation, dialogue and the collective construction of knowledge, thus promoting school coexistence in rural and public contexts.