REVISIÓN SISTEMÁTICA DE SECUENCIAS DIDÁCTICAS PARA EL DESARROLLO DE HABILIDADES SOCIOEMOCIONALES EN ESTUDIANTES DE EDUCACIÓN BÁSICA EN AMÉRICA LATINA

• DOI: 10.22533/at.ed.5583322306098

• Palavras-chave: Educación socioemocional, secuencias didácticas, estudiantes de educación básica, revisión sistemática, América Latina

• Keywords: Socio-emotional education, didactic sequences, basic education students, systematic review, Latin America

• Abstract: Socio-emotional education is a topic of growing interest in Latin America, since its importance for the comprehensive development of students is recognized. This article presents a systematic review of the literature on the implementation of didactic sequences for the development of socio-emotional skills in basic education students in Latin America, based on applying the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method. The results indicated that the implementation of specific didactic sequences can have a positive impact on the emotional well-being and academic performance of students. Several effective didactic sequences were identified, such as those based on Gardner's theory of multiple intelligences and on the theory of resilience; and, in addition, barriers and facilitators for the effective implementation of these strategies were noted. Finally, this review helps to guide future research and practice in the field of socio-emotional education in Latin America, suggesting that attention be paid to teacher training and the identification of barriers and facilitators for its effective implementation.