PSYCHOSOCIAL ELEMENTS OF SOCIO-ENVIRONMENTAL LEARNING IN RELATION TO THE CULTURE OF PEACE IN CHILDHOOD IN THE STATE OF TABASCO

Abstract

In Tabasco, there are 2,324 rural localities and 148 urban ones that are affected by a range of issues, including violence, poverty, limited access to quality education, and socio-environmental problems. These issues are interconnected. As a result, various public and private initiatives, as well as self-organizing entities, focus on public spaces to impact the reorganization of the social fabric. They employ strategies that address the needs and demands associated with contemporary socio-environmental problems, aiming to bring about significant changes in the most vulnerable population, specifically children. There are approaches designed to address the challenges posed by the current social situation through working with individuals and groups.

In line with the above, the objective of this research is to identify the psychosocial elements of socio-environmental learning in relation to the culture of peace among children aged 6 to 12 in the state of Tabasco through a playful intervention. The methodology used has a qualitative approach that captures the meaningful experiences related to the phenomenon under study. Content analysis is employed as the research method, with an intervention report serving as the basis for the dataset that was subsequently analyzed. During the research, it was found that children can develop a sense of connection with nature and acquire learnings that can positively impact their emotional well-being, as well as foster a sense of belonging to natural environments and responsibility toward them from a young age.