El eneagrama como recurso metodológico para el agrupamiento en el tercer ciclo de educación primaria

Abstract

The Enneagram is seen as a tool for self-knowledge, a map of the human mind that helps us to see what people are like and how they relate to others. This tool states that there are nine enneatypes or archetypal personalities within the enneagram, where each one of them shows their respective basic strategies, among others, to be able to deal with the dilemmas or challenges that we face. It is also known to contribute to the process of self-knowledge of each person and the management of emotions. Nowadays, we are in a time in education where there is a great diversity of elements and methodological resources for the classroom and, in addition, new resources continue to be investigated to help us to obtain the maximum potential from our students. Therefore, the fact of integrating the enneagram as a supporting tool in grouping, student self-knowledge, emotion management and cooperative learning, in order to include aspects of Emotional Intelligence in our classes. The aim of this study is to analyse whether the enneagram can be useful for its inclusion as an educational tool in classrooms to manage methodological and sociological aspects relating to pupils in the subject of Music and Dance in the third cycle of Primary Education. The methodology followed to carry out this research is considered quasi-experimental, quantitative with a pretest and posttest, cross-sectional and descriptive. The study involved 458 teachers and 205 students in the third cycle of Primary Education from schools in the Region of Murcia. The sample was selected by convenience. Four questionnaires were administered throughout the research: one for teachers, which served as a starting point, and three for students. The first one helped to organise the students by triads according to the enneagram and the other two questionnaires were used to measure emotions and level of motivation towards the tasks (PANAS y FLOW). As an overall conclusion, we add that the triad groupings have had an effect, as the level of positive affectivity and task motivation of the experimental students is high. Although the results are positive in relation to the emotional well-being of the students during the didactic intervention, it is not perceived that the enneagram is the main cause, since both in the experimental group and in the control group, the results obtained show a high level of participation and interest on the part of the students. This is very useful as it provides a starting point for reconsidering the enneagram as a resource in the field of education, from another perspective and in another subject area where the tool is seen as the main way to achieve benefits in the emotional well-being and motivation of our students.