The heart of childhood in the classroom: toward a pedagogy based on care

Abstract

This article analyzes the importance of care pedagogy in the educational context as a fundamental strategy for the comprehensive development of children, particularly in environments affected by social issues such as poverty, violence, discrimination, and lack of opportunities, which negatively impact their academic and personal lives. In this regard, the teacher plays a key role as a mediator and agent of change, promoting environments based on empathy, respect, trust, and affective communication. The research follows a qualitative approach with a descriptive-interpretative design and was conducted in a primary school in Pachuca, Hidalgo, using techniques such as participant observation, dialogue, and the implementation of a socio-educational strategy called “The Care of the Heart of Life.” This strategy included playful activities aimed at strengthening self-care, care for others, and care for the environment, which contributed to the development of socio-emotional skills such as active listening, cooperation, empathy, and peaceful conflict resolution. Furthermore, the study highlights that care involves not only physical aspects but also emotional and social dimensions, and that the sociocultural context must be considered when designing relevant interventions. The results show that these strategies improve school coexistence and reduce violent behaviors, concluding that care pedagogy contributes to the formation of responsible and conscious citizens committed to a culture of peace and respect for human dignity