Description

The aim of this study was to describe the impact of action research in the classroom by integrating emotional awareness into the life project of high school students from two educational institutions. The research was framed in the sociocritical paradigm, with a qualitative approach based on action research in the classroom to respond to the proposed objective. To this end, tools such as lesson plans and field diaries were used to record students’ perceptions of their self-understanding, interpersonal relationships, and the influence of these factors on their future planning. The information collected was processed using Atlas.ti software, which facilitated the analysis of qualitative data by identifying key patterns and relationships among participants’ emotions, decisions, and life projects. The results showed that the students possessed emotional self-awareness, which allowed them to improve their ability to face difficult situations and make more informed decisions about their personal and professional futures. In addition, the curriculum facilitated the creation of a more reflective and collaborative environment, strengthening communication and leadership skills. In conclusion, the differences between the two institutions reflect the impact of contextual and cultural characteristics on the development of emotional awareness and the construction of life projects.