Emerging emotional elements from the CEV report with primary school students based on play and in terms of recognition.

Abstract

This research asks about the role of emotional education in fourth grade children in the key of what is narrated in the reports of the CEV (Commission for the Clarification of the Truth), therefore, it aims to understand the emerging emotions in the volume called: No es no es un mal menor: niñas, niños y adolescentes en el conflicto armado, in terms of the affectations caused by the modalities of violence, the reflection on the human and comprehensive truth, and the recognition of the victims of the armed conflict. For this purpose, a methodology based on a historical hermeneutic approach was used, through which the understanding of these emotional elements is investigated and discussed in the classroom. Some of the results suggest that it is possible to speak of emerging emotional elements in the CEV and that the children of the educational institution narrate some emotional experiences that juxtapose with what is exposed in the report addressed, in such a way that this makes possible a bridge towards empathy for other peers who have lived the conflict in a direct way. It is recommended to address these controversial issues not only with primary school students, but also with the entire educational community, fostering a critical awareness of our reality and enabling the emergence of more studies on the subject, in order to improve a comprehensive education for peace.