Resumen

SOLAQUE RIVEROS, Maryi Liliana. Socio-emotional factors and educational resilience in rural contexts: lived experiences of primary school students and teachers. Rev. Int. Investig. Cienc. Soc. [online]. 2026, vol.22, n.1, pp.79-88. ISSN 2226-4000.  https://doi.org/10.18004/riics.2026.junio.79.

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.

Palabras clave : social-emotional learning; resilience; rural education; pedagogical practice; phenomenology.

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