<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000203015</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15713519</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gestión de las emociones durante el trabajo en equipo dentro de los contextos escolares: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Management of emotions during teamwork in school contexts: systematic review.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Delgado]]></surname>
<given-names><![CDATA[Adaus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huamán-Rendon]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pilares Barco]]></surname>
<given-names><![CDATA[Graciela Emilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de San Antonio Abad del Cusco  ]]></institution>
<addr-line><![CDATA[Cusco ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000203015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000203015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000203015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los primeros años de escolaridad, los niños comienzan a descubrir cómo convivir, trabajar en grupo y, especialmente, cómo manejar sus emociones. En este contexto, la inteligencia emocional se ha convertido en un componente clave dentro del aula, ya que fortalece la empatía, el respeto y la cooperación entre compañeros. Este artículo surge de la necesidad de identificar las estrategias educativas más efectivas para apoyar a los niños en su proceso de autoconocimiento y desarrollo emocional, particularmente en situaciones de trabajo colaborativo. Para ello, se realizó una revisión sistemática de investigaciones publicadas entre 2020 y 2024, siguiendo las directrices de la guía PRISMA 2020. Se analizaron 25 estudios procedentes de 12 países, enfocados en experiencias de educación primaria que promueven habilidades emocionales en contextos cooperativos. La revisión incluyó estudios empíricos con metodologías diversas, cuya calidad fue evaluada mediante herramientas como STROBE, PEDro y CASP. Los hallazgos más relevantes indican que metodologías como el aprendizaje cooperativo, la gamificación, el uso de biofeedback, las tutorías entre pares y las actividades musicales han demostrado ser altamente efectivas. Estas estrategias no solo contribuyeron a mejorar la autorregulación emocional de los estudiantes, sino también a potenciar su rendimiento académico. Se concluye que enseñar a los niños a gestionar sus emociones no solo favorece un ambiente escolar más armonioso, sino que también potencia su aprendizaje. Por ello, se recomienda que los docentes diseñen programas pedagógicos que integren espacios más humanos, inclusivos y enriquecedores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the early years of schooling, children begin to discover how to live together, work in groups, and, especially, how to manage their emotions. In this context, emotional intelligence has become a key component in the classroom, as it strengthens empathy, respect, and cooperation among peers. This article arises from the need to identify the most effective educational strategies to support children in their process of self-awareness and emotional development, particularly in collaborative work situations. To this end, a systematic review of research published between 2020 and 2024 was conducted, following the guidelines of the PRISMA 2020 guide. Twenty-five studies from 12 countries were analyzed, focusing on primary education experiences that promote emotional skills in cooperative contexts. The review included empirical studies with diverse methodologies, whose quality was evaluated using tools such as STROBE, PEDro, and CASP. The most relevant findings indicate that methodologies such as cooperative learning, gamification, the use of biofeedback, peer tutoring, and musical activities have proven to be highly effective. These strategies not only contributed to improving students' emotional self-regulation but also to enhancing their academic performance. It is concluded that teaching children to manage their emotions not only promotes a more harmonious school environment but also enhances their learning. Therefore, it is recommended that teachers design educational programs that integrate more humane, inclusive, and enriching spaces.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[trabajo en equipo]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[teamwork]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
</kwd-group>
</article-meta>
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