La Literatura y su afectación en la Autorregulación Emocional. Un estudio etnográfico performativo.

The present document analyzes the impact of reading short novels on emotional self-regulation and its relationship with context in fifth-grade students at María Auxiliadora Educational Institution (Andes), Palomino Educational Institution (Pinillos), and Alfredo Bonilla Educational Institution (Jamundí). For this purpose, qualitative instruments with an ethnographic approach were used, prioritizing contextual relationships and evaluative judgments. The theoretical framework was supported by Nussbaum with her theory of moral emotions, Zimmerman with his proposal on self-regulation in educational environments, and Todorov with his postulates on literature and discourse. Based on these, a set of strategies was developed, including an observation guide, performative ethnography, and semi-structured interviews, revealing relationships between emotion and context, where literature acted as a mediation between the subject and perceived stimuli. In this regard, it is correct to affirm that literature serves as a means to bring forth moral emotions. These emotions arise from the individual's own contexts and influence unconscious manifestations in response to any stimulus.