Abstract
Developing personal and social skills in a school environment is indispensable in the learning process. Therefore, the objective of this article is to present a literature review of the use of storytelling and metacognitive strategies to promote positive school coexistence. The research is basic, with hermeneutic phenomenological design, literary review technique, and card use to register fifty-four scientific articles consulted from Scielo, Redalyc, ProQuest, and Dialnet since 2019. The results show the story as a didactic resource that favors reading comprehension and facilitates written, verbal, and gestural communication, developing creativity and integration capacity with metacognitive strategies that promote self-regulation and social cohesion bonds. In conclusion, a positive school coexistence is based on inclusive relationships and respectful language where diversity and different personal and social skills are valued under harmonious environments that strengthen socialization.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
