Bustos González, María MagdalenaMedellín Flórez, Yolima IsabelOjeda Arroyo, Iván del cristo2022-01-262022-01-262022-01-25https://repositorio.unicordoba.edu.co/handle/ucordoba/4779The present research, “Study on social skills in elementary school students in two rural educational institutions in the department of Córdoba”, is part of an interpretive methodological design with a qualitative approach (Rey and Chica, 2009, p. 39), this being the most appropriate to carry out the development of the study as such, having repercussions on the social agents involved already mentioned in the first lines and focusing on the rural educational institutions Mimbres Centro and Morindó Florida in the department of Córdoba. Therefore, the study facilitates knowing the state of social skills in the boys and girls of these two Institutions, while it seeks to integrate parents, students, and school entities as a practical principle of execution. This study has the clear intention of verifying and interpreting, through direct observation, inquiry, interpretation and analysis, the actions, behaviors, and interpersonal relationships, having as a reference the emotions and of course the management or not of social skills; context and in the school context, of the children of the selected Schools. From what has already been stated, it is intended; show reliable and valid results, which suggest from the conclusions and recommendations, to obtain positive contributions and transformations to the reality found, against the subject under investigation, favoring the comprehensive training of students.Resumen ............................................................................................................................... 11Abstract ................................................................................................................................. 12Introducción .......................................................................................................................... 13CAPÍTULO I: DESCRIPCIÓN Y FORMULACIÓN DEL PROBLEMA .......................... 161.1 Descripción del Problema .......................................................................................... 161.1.1. Pregunta problema ................................................................................................. 221.1.2. Subpreguntas .......................................................................................................... 231.2. Justificación ............................................................................................................... 231.3. Objetivos ........................................................................................................................ 281.3.1. Objetivo General........................................................................................................ 281.3.2. Objetivos Específicos ................................................................................................. 29CAPÍTULO II: MARCO TEÓRICO, ESTADO DEL ARTE Y MARCO LEGAL ............ 302.1. Marco Teórico ........................................................................................................... 302.1.1. Definición operativa de las habilidades sociales (Goldstein) ................................ 342.1.2. Conducta asertiva o socialmente hábil. .................................................................. 392.1.3. Conducta pasiva. .................................................................................................... 392.1.4. Conducta agresiva. ................................................................................................. 392.1.5. Construccionismo Social de Kenneth Gergen ....................................................... 432.1.6. Comunidad rural. ................................................................................................... 542.1.7. Familia rural. .......................................................................................................... 552.1.8. Pedagogía Social. ................................................................................................... 572.2. Estado del arte ........................................................................................................... 582.3. Marco legal ................................................................................................................ 692.3.1. Constitución Política de Colombia 1991. .............................................................. 692.3.2. Ley 115 de 1994. ................................................................................................... 702.3.3. Ley de Formación y capacitación. ......................................................................... 702.3.4. Plan Decenal de Educación 2016 A 2026. ............................................................. 712.3.5. Ley 1620 de 2013. ................................................................................................. 71CAPÍTULO III: DISEÑO METODOLÓGICO ................................................................... 733.1 Paradigma de Investigación: Interpretativo ................................................................... 733.2 Enfoque De Investigación. ............................................................................................. 743.3. Tipo de Investigación: Hermenéutica Reflexiva. .......................................................... 753.4. Población y Muestra ...................................................................................................... 763.4.1 Población .............................................................................................................. 763.4.2. Muestra ................................................................................................................ 773.5. Técnicas e Instrumentos de Recolección de Información ............................................. 783.5.1. Observación Directa ................................................................................................... 793.5.2. Técnica de entrevista reflexiva ................................................................................... 81CAPÍTULO IV: ANÁLISIS DE LOS RESULTADOS ....................................................... 844.1. Desarrollo de Habilidades Sociales Básicas. ................................................................. 854.2. Desarrollo de Habilidades Sociales Avanzadas en los estudiantes de Grado 5°. .......... 894.3. Desarrollo de Habilidades Sociales Asociadas a Sentimientos. .................................... 934.4. Desarrollo de Habilidades Sociales Alternativas a la Agresión .................................... 98FASE III: CONCLUSIONES – RECOMENDACIONES. ................................................ 103Conclusiones. ...................................................................................................................... 103Recomendaciones. .............................................................................................................. 107Referencias bibliográficas .................................................................................................. 108Anexos ................................................................................................................................ 120application/pdfspaCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)EmocionesHabilidades socialesEscuela ruralEstudiante de escuela ruralEmotionsSocial skillsRural schoolRural students