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RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo

versão On-line ISSN 2007-7467


TORRES SANTOS, Yussel Said. The teaching intervention in the problems of self-esteem of adolescents of telesecundaria. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2018, vol.8, n.16, pp.580-597. ISSN 2007-7467.

Adolescence is the most critical period for the development of self-esteem; It is the stage in which the person needs to have a firm identity, that is, to know that they are different from others, to know their possibilities, their talent and to feel valuable as a person that advances towards a future. A teenager with self-esteem learns more effectively and is better able to take advantage of opportunities. The present investigation was developed with the interest of knowing about the teaching intervention in the problems of self-esteem presented by adolescents, in order to support and unify the most fundamental aspects within the same teaching practice, allowing a reflection on the problems, as well as the factors that intervene in it, trying to give an explanation of the importance of this concept in the teaching process, through an approach with adolescents and the representations they have about themselves. Non-participant interviews and observations were designed for teachers and students, as instruments that allowed for the gathering of opinions and perceptions of them regarding the teaching intervention. In the results obtained, significant differences were found in the level of self-esteem of the participants before and after the application of the instruments. We identified a strong and inverse relationship between the variables and the influence that the teacher has on the formation of adolescents' self-esteem and on the construction of academic and school concepts, which have an impact on the quality of learning. The real problem of education is that it is not enough to have the knowledge, what is required is to balance the theory with the practice, to make the teaching work a true social construction of knowledge, where all the educational agents are committed to the adolescent and his affective perceptions.

Palavras-chave : adolescence; self-esteem; identity; teacher intervention.

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