Development of emotional competences in the classroom: strategy for conflict resolution

Abstract

The management of emotions applied to higher education, is a way to respond to social needs not addressed in the classroom to mitigate aspects of violence, aggression and conflicts that may occur during the pedagogical process. From the above, the concept of emotional competence is based on theories of emotion, neuroscience, multiple intelligences and emotional intelligence
to contribute to the professional work of teachers and learners through the recognition, understanding and regulation of emotions such as Principle of psychosocial well-being that influences training within higher education institutions. For this, a quantitative approach with a descriptive-correlational non-experimental design is used to identify the self-perception of emotional competences in the teachers of the Nueva Granada Military University and the relationship that this variable has with the resolution of conflicts. Due to this assumption,it is intended to give evidence that gives importance to the design of plans and actions at the curricular level and social welfare aimed at emotional education as an articulating principle of the permanent training of teachers, which can be reflected in a scalable manner in the classrooms for the orientation of the emotions of the learners and promote spaces for debate and use of the conflict in a positive way.