Use of stories and metacognitive strategies to promote positive school life

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.