Action Research on Social Isolation: The Use of Sociogram and Role Play in the School Classroom

The present study explores the social relations and dynamics of an 8th grade in junior high school, focusing on the identification of social isolation among students, especially after a restructuring of the class. The sample for this study consisted of 19 students. The study utilized participant observation, sociogram and role-play. The analysis of the observations and responses of the sociogram yielded the identification of students who were on the social margins especially prominent among the newcomers. The utilization of role-playing as an intervention strategy has been demonstrated to facilitate the development of empathy, cooperation and social cohesion. The results of the study indicate the presence of well-defined social networks, with central students assuming a leadership role and individuals displaying symptoms of social isolation. The research demonstrates the importance of systematic monitoring of social relationships and the usefulness of sociograms and experiential interventions to promote a positive and inclusive classroom climate.