Análisis cualitativo de la comprensión del lenguaje emocional en niños de primaria utilizando un enfoque de procesamiento del lenguaje natural

• Autor: Lastrera Tocto, Flor Ysolda
• Formato: tesis de maestría
• Fecha de Publicación: 2022
• Institución: Universidad Peruana Unión
• Repositorio: UPEU-Tesis
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.upeu.edu.pe:20.500.12840/5359
• Enlace del recurso: http://repositorio.upeu.edu.pe/handle/20.500.12840/5359
• Nivel de acceso: acceso abierto
• Materia: COVID-19; Emotions; Feelings; Phenomenology; Experiences; Vocabulary; Language; Text; http://purl.org/pe-repo/ocde/ford#5.03.00

Holistic education consists of integrating teaching, knowledge learning, and expressing feelings and emotions, which allows a better interaction of the teacher in class with his students giving importance to relevant aspects such as emotional and social states necessary to achieve a better academic formation. Therefore, qualitative research of phenomenological study was conducted, and Colaizzi’s method was applied, which was adapted to 5 steps to achieve an interpretation of the relevant factors found in the responses of the interviewees. These factors were categorized through the emotions and the sum of the number of emotions found in the responses, with anger having a value of 16, sadness of 14, pleasure of 13, fear of 8, love of 5, shame 4, and disgust of 3. This is corroborated by the generation of text and the Sankey diagrams that show that the emotions that stood out most were: anger, sadness, and fear. Feelings were quantified; using sentiment analysis algorithms. Most of the interviewee’s answers had negative expressions, but as the value was close to zero, therefore, it means that such expressions had messages of hope to improve such situations from which they could get many learnings. The good practice of conducting interviews with students and parents using guides such as the ones explained in this article has made it possible to identify emotions mostly present in the answers, to observe how the level of maturity when facing difficult situations and to describe how these experiences affected or added positively to the child. This becomes an opportunity for the teacher or school managers to provide support, timely support in classes, and finally, integrate these emotional capacities into the teaching-learning process.