Joint construction between empathic interactions to strengthen social subjects in a multi-degree school

Abstract

qualitative researchthat investigated empathic interactions among students of a multi-degree rural school and their relationship to collaborative learning. The overall goal was to understand how these empathic interactions favour learning environments and strengthen the social subject. The methodological design was based on the qualitative approach, the ethnographic perspective and the constructivist paradigm, drawing a three-step route. In the first there was an approach to the object of study from the theoretical review, then, the selection of techniques was made and the instruments for data collection were designed, and, finally, they were applied through various pedagogical means. The results of the research suggest that the predominant social interactions among students were affective empathic interactions, which in turn favoured the learning environment in the multi-degree classroom. The conclusions highlight the importance of conducting in-depth studies of social relations in early childhood, as well as investigating the way teachers exercise their practices from empathy and uncovering the realities within the rural school.