School micropolitics and socio-emotional learning as catalysts for social cohesion

Abstract

To propose a reflection on school micropolitics is to recognize the importance of the school as a microcosm of society. From this recognition, the objective of this study was to lay the foundations for a reflection on school micropolitics and socio-emotional learning as elements that promote social cohesion; This is due to the fact that political decisions regarding educational and management practices that are taken at the school level are fundamental to understand the contribution and contribution of teachers in the educational system. These decisions have a direct impact on the formation and resonance in society, among which the importance of responsibility and dialogical leadership of the management team and the teaching staff in the implementation of the curriculum and the development of a pedagogy oriented to socio-emotional learning stand out of the students. Hence the need to rethink the school as a leading institution of public policies in the development of transversal training, since it is believed that it is in the school where important changes should take place, this not without counting or ignoring the role that it has at the macro and meso-political level in addressing these challenges.