Analfabetismo Emocional y Brecha Generacional en la infancia primaria : una revisión de la literatura científica
DOI:
https://doi.org/10.55204/trc.v6i1.e597Keywords:
Alfabetización emocional; analfabetismo emocional; brecha generacional; infancia primaria; inteligencia emocional; educación emocional; aprendizaje socioemocional.Abstract
Este artículo analiza la relación entre el analfabetismo emocional y la brecha generacional en la infancia primaria mediante una revisión sistemática de la literatura científica reciente. El objetivo es comprender cómo la falta de competencias emocionales y las diferencias en la expresión emocional entre generaciones influyen en el desarrollo integral de los estudiantes. Metodológicamente, se utilizó un enfoque basado en el modelo PRISMA, considerando estudios publicados entre 2015 y 2025 en bases de datos académicas reconocidas. Los resultados evidencian que la alfabetización emocional desempeña un papel fundamental en el rendimiento académico, la conducta y la adaptación social, mientras que el analfabetismo emocional se asocia con dificultades en la regulación emocional, problemas de convivencia y bajo desempeño escolar. Asimismo, la brecha generacional limita la comunicación efectiva entre niños y adultos, intensificando estos desafíos. Se concluye que es necesario integrar la educación emocional en el currículo escolar y promover estrategias pedagógicas y familiares que fortalezcan las competencias socioemocionales y reduzcan la desconexión intergeneracional.
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