Protagonism and self-knowledge: perspectives, factors and intrapersonal and interpersonal dynamics

Polonia A.D.C.; Miotto A.I.; Suyo-Vega J.A.; Meneses-La-Riva M.E.; Fernández-Bedoya V.H. · Profesorado (2024) · DOI: 10.30827/profesorado.v28i2.29671

Resumen

Self-awareness is the subject of study in various disciplines such as sociology, philosophy, psychology and education, among other fields of knowledge. Intrinsic aspects such as creativity, confidence and a good level of communication are highlighted, which in turn positively influence interpersonal relationships and decision making in the daily conditions of life and work. The purpose of this study is to characterize perceptions, ideas and conceptions about self-knowledge as one of the essential components of student empowerment. The analyses are based on one of the forums of the course 'Protagonism and spaces for student participation' from the perspective of Bardin's content analysis, adapted for this research. Fourteen university students participated, but the analyses focus on the messages posted by the group. The categories that emerged were: (a) aspects linked to self-knowledge; (b) definition of self-knowledge; and (c) relationships with development and learning. In relation to student protagonism and participation, self-knowledge is an important aspect that fosters leadership, self-efficacy, communication skills, self-confidence, assertiveness, problem-solving and the generation of changes in oneself and in the social environment, as highlighted by the group of academics. © (2026), (Grupo de Investigacion FORCE). All rights reserved.

Instituciones: Universidad César Vallejo