Abstracts Book - IMRC 2018

• SF6-P004
ESTABLISHMENT OF THE SOCIO EMOTIONAL SKILLS, A NEW
WINDOW TO THE ACADEMIC IMPROVEMENT OF THE STUDENTS
Martha Eugenia Espinosa Hernandez 1 , Mildred Egure Hidalgo 1 , Mariana Molina Morales 2 ,
Beatriz Romero Angeles 1 , Guillermo Urriolagoitia Sosa 1
1 Esime zacatenco, Biomecanica, Mexico. 2 Esime zacatenco, ISISA, Mexico.
The New Educational Model for the public sector is derived the Educational
Reform, which came into force in the 2018-2019 school year, it has the aim of
training qualified professionals on a global ball, endowing equipping them with
knowledge, tools and skills that will let them to develop all their potential. The
insertion of new professionals in the labor world is complex because the
apprenticeships are deferred and out of context. So there isn´t a reflection on
the professional work and its impact on the environment. The Educational
Reform supports the development of social -emotional skills (SES) within the
profile of the graduate of the high school. The interpersonal skills are needed to
establish and maintain positive relationships, to work effectively in teams, to
determine short-term, medium term and long-term goals, to make the right
decisions, will help to establish the path for the quickly and successfully insertion
on the labor market of the graduates as well as, their performance and
professional development throughout their productive life. To comply with the
established on the new educational model. The high school known as Colegio
de Bachilleres (CB) will incorporate in a sequentially way the SES in its curriculum
according to the program “Construye-T”. This program is related to three
dimensions (Conoce-T, Relaciona-T, Elige-T) that are used as didactic material by
lessons and exercises. Distributed by the academy to develop the self-regulation
skill as the first implementation step. The present work evaluates the results
obtained the application of the didactic material with the purpose of finding the
opportunity areas for an optimal development of the SES establishing a
connection between knowledge and action that allows learning to learn
throughout their life.
Acknowledgment:
The authors thank to the IPN (Instituto Politécnico Nacional), SEPI ESIME (Sección
de estudios de Estudios de Posgrado e Investigación de la Escuela Superior de
Ingeniería Mecánica Unidad Zacatenco), and CONACYT
(Consejo Nacional de Ciencia y Tecnología) for their support.