Desarrollo de habilidades prosociales luego de la pandemia en estudiantes de una escuela pública del sur de Chile

The research addresses the decrease in prosocial skills in a public school in Southern Chile, due to the lack of physical interaction between students during the remote teaching modality due to the COVID-19. The objective of the research was to analyze the development of prosocial skills in 3rd and 4th grade students based on the Educational Inclusion indicators. The study is based on a Sociocritical paradigm and applies the action research design. A mixed approach was used, collecting and analyzing qualitative and quantitative data, through interviews, participant observation, questionnaires based on Booth & Ainscow's Inclusion Index (2015) and observation records. The results showed a lack of knowledge of inclusion rates and the need to implement strategies to promote prosocial skills, in a post-pandemic context. The main contribution of the research consists of visualizing the relevance of promoting prosocial skills from an early age, to strengthen coexistence in educational centers, contributing to the construction of a school culture that promotes peace and the implementation of inclusive practices.