Keywords
Emotion Management
School
Vulnerability
Pedagogy
Resilience
Socio-emotional Support
How to Cite
Abstract
The general objective of this research was to analyze the impact of storytelling on the emotional management of seventh-grade students of Basic Education affected by the natural disaster that resulted in the loss of their school in Esmeraldas, Ecuador. The study employed a qualitative approach with a narrative design and descriptive scope, using an intentional sample of 52 students. Data were collected through storytelling workshops, drawings, and collages. The resulting narratives were processed and categorized using Atlas.ti software, considering three dimensions: sense of school belonging, peer relationships, and school environment. The findings revealed that students expressed negative emotions such as sadness, abandonment, and nostalgia, while also demonstrating resilient feelings of hope, empathy, and trust. Storytelling was found to facilitate the symbolic reconstruction of school identity, strengthen camaraderie, and enable a re-signification of the experience of losing the school's natural environment. In conclusion, storytelling established itself as an effective pedagogical strategy for channeling emotions in crisis contexts, as it fostered resilience, reinforced socio-emotional skills, and promoted a positive attitude toward learning.
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