<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000402056</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i35.851</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional de los estudiantes en una Institución educativa pública primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence of students in a public elementary school]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência emocional de alunos de uma escola pública de ensino fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buleje Velasquez]]></surname>
<given-names><![CDATA[Norma Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Córdova García]]></surname>
<given-names><![CDATA[Ulises]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espíritu Patrocinio]]></surname>
<given-names><![CDATA[Evelyn Mirey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antón Huiman]]></surname>
<given-names><![CDATA[Jannet Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yllesca Ramos]]></surname>
<given-names><![CDATA[Anibal Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macuyama Buleje]]></surname>
<given-names><![CDATA[Elizabeth Carol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Privada del Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Ica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>35</numero>
<fpage>2056</fpage>
<lpage>2065</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000402056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000402056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000402056&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio analizó la inteligencia emocional de los estudiantes en una institución educativa pública primaria de Pisco, Ica, durante el 2022. En el contexto de la pandemia por COVID-19, estas capacidades son esenciales para afrontar retos cotidianos con comprensión, creatividad y responsabilidad social. La investigación, con enfoque cualitativo y diseño fenomenológico-hermenéutico, empleó entrevistas semiestructuradas para recolectar datos. Los resultados evidenciaron que la inteligencia emocional es un concepto poco conocido entre docentes, estudiantes y padres, destacando la necesidad de comprender primero qué es la inteligencia para abordar su desarrollo educativo. Se observó inestabilidad emocional en los estudiantes y dificultades para mantener un clima escolar adecuado, atribuibles a la falta de herramientas para gestionar situaciones de pérdida y frustración. Se recomienda implementar talleres en la comunidad educativa para fomentar el dominio de la inteligencia emocional y promover una convivencia sana en el ámbito escolar y cotidiano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study analyzed the emotional intelligence of students in a public primary school in Pisco, Ica, during 2022. In the context of the COVID-19 pandemic, these abilities are essential to face daily challenges with understanding, creativity and social responsibility. The research, with a qualitative approach and a phenomenological-hermeneutic design, used semi-structured interviews to collect data. The results showed that emotional intelligence is a little known concept among teachers, students and parents, highlighting the need to first understand what intelligence is in order to address its educational development. Emotional instability was observed in students and difficulties in maintaining an adequate school climate, attributable to the lack of tools to manage situations of loss and frustration. It is recommended to implement workshops in the educational community to foster the mastery of emotional intelligence and promote a healthy coexistence in the school and daily environment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O estudo analisou a inteligência emocional dos alunos de uma escola pública de ensino fundamental em Pisco, Ica, durante 2022. No contexto da pandemia da COVID-19, essas habilidades são essenciais para enfrentar os desafios diários com compreensão, criatividade e responsabilidade social. A pesquisa, com uma abordagem qualitativa e um design fenomenológico-hermenêutico, usou entrevistas semiestruturadas para coletar dados. Os resultados mostraram que a inteligência emocional é um conceito pouco conhecido entre professores, alunos e pais, destacando a necessidade de primeiro entender o que é inteligência para depois abordar seu desenvolvimento educacional. Foi observada instabilidade emocional nos alunos e dificuldades em manter um clima escolar adequado, o que pode ser atribuído à falta de ferramentas para gerenciar situações de perda e frustração. Recomenda-se a implementação de oficinas na comunidade educacional para fomentar o domínio da inteligência emocional e promover a convivência saudável no ambiente escolar e cotidiano.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Autoconciencia]]></kwd>
<kwd lng="es"><![CDATA[Autocontrol]]></kwd>
<kwd lng="es"><![CDATA[Automotivación]]></kwd>
<kwd lng="es"><![CDATA[Empatía]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Self-awareness]]></kwd>
<kwd lng="en"><![CDATA[Self-control]]></kwd>
<kwd lng="en"><![CDATA[Self-motivation]]></kwd>
<kwd lng="en"><![CDATA[Empathy]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[Autoconsciência]]></kwd>
<kwd lng="pt"><![CDATA[Autocontrole]]></kwd>
<kwd lng="pt"><![CDATA[Automotivação]]></kwd>
<kwd lng="pt"><![CDATA[Empatia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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