Apoyo al bienestar socioemocional en contexto de pandemia por COVID19: sistematización de una experiencia basada en el enfoque de Escuela Total 1

: The interruption of face-to-face education caused by the COVID-19 pandemic and the effects of confinement and social distancing have caused multiple socio-educational and socio-emotional implications. Schools have had to resort to different forms of online and hybrid education to maintain the continuity of the educational process, with high concern about the well-being of school communities. This study systematizes and analyzes the educational experience of a basic school that implemented a socio-emotional support plan based on the whole school approach proposed in Chile by the COVID-19 Social Board in the education area. The results show that the school, supported by his Institutional Educational Project with a participatory and inclusive seal, has managed to deliver a comprehensive and systematic educational response that safeguards the conditions for access, permanence and participation of all students, through high-level actions. promotional (selfcare workshops, follow-up and monitoring of students, articulation of the PIE with regular classroom teachers), focused prevention (psychosocial support line through WhatsApp, orientation of social benefits, group pedagogical supports) and individual intervention (conversation with teachers with physical and / or emotional exhaustion, individual tutoring for students, referral to networks). The possibilities of the total school approach are discussed to overcome the logic of psychological wellbeing associated with individual interventions, moving towards more collective and community ways of understanding, planning and implementing actions to support the well-being of educational communities. : La interrupción de la educación presencial provocada por la pandemia por COVID-19 y los efectos del confinamiento y distanciamiento social han provocado múltiples implicancias socioeducativas y socioemocionales. Las escuelas han debido recurrir a distintas formas de educación en línea e híbrida para mantener la continuidad del proceso educativo, con alta preocupación sobre el bienestar de las comunidades escolares. Este estudio sistematiza y analiza la experiencia educativa de una escuela básica que implementó un plan de apoyo socioemocional basado en el enfoque de escuela total (whole school approach) propuesto en Chile por la Mesa Social COVID-19 en el área educación. Los resultados muestran que la escuela, sustentada en un Proyecto Educativo Institucional con sello participativo e inclusivo, ha logrado entregar una