Descripción

The article presents the results of a socio-critical, qualitative study of action research in the classroom, on the impact of an action research in the classroom that integrates emotional awareness in the life project of high school students who are part of two institutions. educational. Through the application of instruments such as class plans, field diaries that describe the students' perceptions of their self-knowledge, interpersonal relationships and how these influenced the planning of their future. The information collected was processed with the help of AtlasTi software, which facilitated the analysis of the qualitative data, identifying patterns and key relationships between the emotions, decision-making and life projects of the participants. The results revealed that students have emotional self-awareness, which allowed them to improve their ability to cope with difficult situations and make more informed decisions about their personal and professional future. Likewise, the class plan favored the creation of a more reflective and collaborative environment, strengthening communication and leadership skills. The differences between the two institutions also reflect the impact of contextual and cultural characteristics on the development of emotional awareness and the construction of life projects.