Usos de la literatura infantil para fortalecer la dimensión socioafectiva en niños de 9 a 12 años con discapacidad cognitiva en la localidad de los mártires (Bogotá D.C)

People with disabilities experience significant inequality in education, health, employment, and the development of social and socio-emotional skills due to a lack of adequate development of their socio-emotional dimension derived from these vulnerability factors. In Bogota, a public care center for children and adolescents with cognitive disabilities, was selected because a deficit was identified in the development of the socio-emotional dimension in the child population between 9 and 12 years of age. The strengthening of the socio-affective dimension was analyzed through the use of children's literature supported by the theory of multiple intelligences, in which the concept of "intelligence" is understood differently based on the development of socio-emotional skills. The hermeneutic interpretative paradigm was retaken together with a qualitative research method where the techniques used for the collection of information are described to help in the understanding of the perspectives of the subjects of study and their environment. Findings evidenced that the continuous use of children's literature as a pedagogical tool in the population with cognitive disabilities can contribute to the recognition and identification of emotions, which favor communication in everyday contexts.