La poesía como estrategia pedagógica para potencializar una sana convivencia de los ambientes escolares

Abstract

The students of the fifth grade of the INEM Educational Institution Jorge Isaacs Camilo Torres headquarters of the City of Cali, present certain behaviors that manifest a considerable degree of aggression, violent manifestations, hindering the management of their emotions, affecting interpersonal relationships and other actions that negatively influence the development of learning and healthy coexistence.

For this reason, in the search for strategies to minimize conflicts and for students to respect their differences, it is proposed to use poetic language where they express their feelings and emotions, as an alternative through the word and figurative language, where children appropriate poetry to resolve conflicts, recognizing the other as subject of rights and thus improve the school climate presented today, since it is a tool that stimulates sensitivity, and allows emotions to be handled, achieving social, emotional, cognitive development and communicative. A resource that strengthens affective bonds, the key values to build an atmosphere of peace, where respect, tolerance and harmony prevail, so that they appropriate poetry, helping them to understand certain situations that have to do with emotions and sensitivity.

All this through the implementation of activities for students to strengthen their knowledge of poetic language, which allows improving relations with their peers, recognizing the other as an individual subject that is part of the group, playing with rhymes and metaphors, developing skills, discovering values from the different interventions of students and their importance in interpersonal relationships, building a poetic language for the transformation of the subject through various activities to achieve a written production, using inferences and analogies around these thematic, where they can otherwise express their emotions and interact with the world through a didactic unit that is carried out in eight sections in the classroom of the fifth grade students of the INEM educational institution Jorge Isaacs of the City of Cali, Headquarters Camilo Torres.