Socio-emotional containment guidelines for the educational community in the Covid-19 pandemic: a discourse analysis

Abstract

Since March 2020, the Covid-19 pandemic has transformed education. This qualitative research employs Critical Discourse Analysis (CDA) to examine the first socio-emotional containment guideline issued by the Center for Pedagogical Improvement, Experimentation, and Research (CPEIP) in Chile. The study codes the corpus and organizes the results into a general analysis and four key areas: 1) the delegation of functions from institutions to members of the educational community, 2) the pursuit of legitimacy through practical exercises, 3) the understanding of the crisis, and 4) the socio-emotional impact. The findings highlight the role of schools in emotional management and social well-being during and after the pandemic. The research concludes with a call to strengthen and validate knowledge and tools within educational communities, promoting the active participation of all members for the prevention and psychoeducation in response to adverse events.