Guía de orientación al docente para el desarrollo de la inteligencia emocional desde los principios de la educación inclusiva en el octavo año de educación general básica de la Unidad Educativa “Eidan Abel Enrique Cercado” del Cantón San Vicente.

Abstract

The purpose of the project was to execute a Teacher Orientation Guide for the development of emotional intelligence from the beginning of inclusive education of the eighth year of EBG of the UEEAEC of the San Vicente Canton, considering it as a fundamental tool for the teacher, as a source of support and vital importance in the deployment of emotional intelligence. An objective inquiry was carried out, coordinates, and reached the research nexus, without affecting himself, who agreed to point out its importance, as these have a fundamental episode with the progress of learning in students, in addition, to determine the aptitude of stimulation and interest in training that students have. In the same way, the methodology that was applied was an Interpretive paradigm with a qualitative direction for the discernment of experiences by teachers, where the techniques used for said process were a document analysis, participant observation and a group interview considering as instruments for to obtain the information were an information collection guide for each one of them, in addition to an interview with the experts. The theoretical reference made narrations to the foundations that start this research and the progress of the fundamental categories of the variables. Determine the antecedents and benefits of the guidance guide for teachers in the development of emotional intelligence within the inclusion of students, its appropriate placement and option, its quality and impact, the recognition of its hierarchy and strength in the educational context, making a proposal in which there is interest on the part of the teachers when linking the students in the educational system and thus optimizing the problems based on the methodological strategy for adequate inclusion.