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Socioemotional education in technical school education. The case of Construye T, Mexico

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No. 15 (2025): Julio-diciembre
https://doi.org/10.5354/2452-5014.2025.79879
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Abstract

The development of socioemotional skills contributes to responding to the training needs of students, both in their present life and in their future. From the Activity Theory approach, in this article the implementation of Construye T, a program for the socioemotional training of high school students in Mexico is analized. Fourteen semi-structured interviews, collective and individual, were conducted with groups of students, implementing teaching teams, and program managers from five campuses. It was found that students and implementation teams have built a shared sense of the benefits of the program for the students' education; however, tensions are located in the implementation that is modified by the conditions of the campus, the rules of labor contracting, and even the interest of the members of the community. The results provide relevant elements to be considered for the improvement of the implementation in current schools and the design of proposals for the implementation of similar programs for socioemotional development. The challenges identified in the program's performance are discussed as a contribution to the field of knowledge.

Keywords:

socioemotional learning , Activity theory , technical high school , emotional skills
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How to Cite
Nava-Lara, S., Hojman, V., Navarro Corona, C., Melo Araneda, F., & Jara Bustos, R. I. (2025). Socioemotional education in technical school education. The case of Construye T, Mexico. Revista Saberes Educativos, (15), 1–27. https://doi.org/10.5354/2452-5014.2025.79879
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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