<?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>2226-4000</journal-id>
<journal-title><![CDATA[Revista Internacional de Investigación en Ciencias Sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Investig. Cienc. Soc.]]></abbrev-journal-title>
<issn>2226-4000</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Asunción]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2226-40002026000100079</article-id>
<article-id pub-id-type="doi">10.18004/riics.2026.junio.79</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores socioemocionales y resiliencia educativa en contextos rurales: experiencias vividas de estudiantes y docentes de educación básica primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Socio-emotional factors and educational resilience in rural contexts: lived experiences of primary school students and teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solaque Riveros]]></surname>
<given-names><![CDATA[Maryi Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Asunción  ]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>79</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2226-40002026000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2226-40002026000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2226-40002026000100079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación rural colombiana arrastra tensiones entre los marcos normativos que proclaman calidad para todos y las condiciones afectivas en las que transcurre la escolaridad en territorios apartados. Este artículo presenta los resultados de una investigación doctoral que tuvo como propósito analizar la relación entre los factores socioemocionales y la resiliencia educativa desde las experiencias vividas de estudiantes y docentes en un contexto rural de educación básica primaria. El diseño fue fenomenológico-hermenéutico con enfoque cualitativo. Participaron 17 personas de la Institución Educativa Alfonso López Pumarejo, Sede Antonio Nariño, zona rural de Villavicencio, Meta: cuatro docentes y trece estudiantes de grados cuarto y quinto. Los datos se recogieron mediante entrevistas semiestructuradas diferenciadas y se procesaron en Atlas.Ti mediante codificación temática. Los factores socioemocionales -conciencia emocional, regulación y vínculo interpersonal- actúan como condiciones de posibilidad para la resiliencia cuando se sostienen en lazos afectivos estables entre docente y estudiante. Se concluye que la escuela rural puede funcionar como espacio protector solo cuando el docente cuenta con formación y acompañamiento institucional continuo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Rural education in Colombia bears persistent tensions between regulatory frameworks that proclaim quality for all and the affective conditions in which schooling unfolds in remote territories. This article presents the results of doctoral research aimed at analyzing the relationship between socio-emotional factors and educational resilience from the lived experiences of students and teachers in a rural primary education context. A phenomenological-hermeneutic design with a qualitative approach was adopted. Seventeen participants from the Alfonso López Pumarejo School, Antonio Nariño Campus, rural area of Villavicencio, Meta, took part: four teachers and thirteen students from fourth and fifth grades. Data were collected through differentiated semi-structured interviews and processed in Atlas.ti using thematic coding. Socio-emotional factors -emotional awareness, regulation, and interpersonal bonds- function as enabling conditions for resilience when sustained through stable affective ties between teacher and student. The rural school can serve as a protective space only when teachers receive sustained training and institutional support.]]></p></abstract>
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<kwd lng="es"><![CDATA[aprendizaje socioemocional]]></kwd>
<kwd lng="es"><![CDATA[resiliencia]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[fenomenología]]></kwd>
<kwd lng="en"><![CDATA[social-emotional learning]]></kwd>
<kwd lng="en"><![CDATA[resilience]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[phenomenology]]></kwd>
</kwd-group>
</article-meta>
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