Manifestaciones de la creatividad y la socioemocionalidad en la praxis pedagógica del docente desde una perspectiva neuroeducativa
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Fecha
2026
Autores
Tunjo Guerrero, Leidy Carolina
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El objetivo de esta investigación fue analizar el desarrollo creativo y socioemocional en la praxis pedagógica del docente desde una perspectiva neuroeducativa. Se adoptó un enfoque cualitativo, sustentado en la Teoría Fundamentada de orientación constructivista, con un diseño de estudio de caso. La muestra estuvo conformada por docentes en ejercicio, y se emplearon técnicas como entrevista en profundidad, bitácora de observación, análisis documental, relatos escritos, frases incompletas y grupo focal. El análisis se realizó mediante codificación abierta, axial y selectiva, con triangulación de fuentes e instrumentos. Los resultados evidenciaron la emergencia de un modelo integrado denominado NE-SEC (Neuroeducación, Socioemocionalidad y Creatividad), el cual articula funciones ejecutivas, regulación emocional, autoeficacia creativa, práctica reflexiva y metodologías innovadoras. Se concluye que el fortalecimiento de las competencias creativas y socioemocionales, desde una mirada neuroeducativa, constituye un eje fundamental para una
docencia resiliente, reflexiva e innovadora, con impacto positivo en el desarrollo profesional y en los ambientes de aprendizaje actuales.
The objective of this study was to analyse the creative and socio-emotional development in teachers’ pedagogical praxis from a neuroeducational perspective. A qualitative approach was adopted, grounded in constructivist-oriented Grounded Theory, with a case study design. The sample consisted of practising teachers, and data were collected through in-depth interviews, observation journals, document analysis, written narratives, incomplete sentences, and focus groups. Data analysis was conducted through open, axial, and selective coding, with triangulation of sources and instruments. The results revealed the emergence of an integrated model known as NE-SEC (Neuroeducation, Socio-Emotionality, and Creativity), which articulates executive functions, emotional regulation, creative self-efficacy, reflective practice, and innovative methodologies. It is concluded that strengthening creative and socio-emotional competencies from a neuroeducational perspective constitutes a fundamental axis for resilient, reflective, and innovative teaching, with a positive impact on professional development and contemporary learning environments.
The objective of this study was to analyse the creative and socio-emotional development in teachers’ pedagogical praxis from a neuroeducational perspective. A qualitative approach was adopted, grounded in constructivist-oriented Grounded Theory, with a case study design. The sample consisted of practising teachers, and data were collected through in-depth interviews, observation journals, document analysis, written narratives, incomplete sentences, and focus groups. Data analysis was conducted through open, axial, and selective coding, with triangulation of sources and instruments. The results revealed the emergence of an integrated model known as NE-SEC (Neuroeducation, Socio-Emotionality, and Creativity), which articulates executive functions, emotional regulation, creative self-efficacy, reflective practice, and innovative methodologies. It is concluded that strengthening creative and socio-emotional competencies from a neuroeducational perspective constitutes a fundamental axis for resilient, reflective, and innovative teaching, with a positive impact on professional development and contemporary learning environments.
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Palabras clave
Educación, Practica pedagógica, Creatividad, Socioemocionalidad
