Everyday Violence and Socio-Emotional Competencies in Educational Contexts: A Review of Emerging Trends in Apartadó, Urabá

Abstract

This article analyzes the emerging trends identified in scientific literature from 2015 to 2024 on everyday violence and socio-emotional competencies in educational settings, aiming to identify elements that contribute to strengthening school coexistence in educational institutions of Apartadó, Urabá. The research follows a systematized narrative bibliographic review with a qualitative, descriptive-analytical approach. The documentary search was conducted in databases such as Scopus, Web of Science, Dialnet, Redalyc, SciELO, and Google Scholar, complemented by Colombian institutional repositories and documents from international organizations. The results reveal five emerging trends: symbolic violence and micro-violence in school life, strengthening socio-emotional competencies for coexistence and citizenship, trauma derived from armed conflict and emotional development, digital violence linked to emotional regulation, and psychosocial effects on children and young people who are victims of internal armed conflict. The review concludes that everyday violence and socio-emotional competencies are two interconnected dimensions that schools must address in an articulated manner, especially in territories marked by the legacy of the Colombian armed conflict. The findings suggest the need to implement contextualized social-emotional learning programs, train teachers in restorative pedagogy, and integrate emotional education into school curricula in Apartadó.