[en] This work analyzes the influence of emotions in students, paying attention to shyness and the behavior of students who possess this emotion. Here the subject is given the importance it requires, taking into account that it is an area that is currently not worked enough, and if it is, it is not given the necessary depth, as in the case of shyness. To this end, a proposal has been carried out in the form of a didactic unit using corporal expression, so that students learn about different emotions, learning to identify and manage them. At the same time, so that students who feel shyness can face their fears, creating an atmosphere of confidence and a positive social climate. This process was carried out with a sample of 23 participants from the first year of primary school, that is, students between 6 and 7 years old. The results obtained highlight the importance of intervening in this, which is why the importance of inserting emotional education in schools from early stages is emphasized, being totally beneficial for the evolution, learning and integral development of each student

[eu] Lan honetan, emozioek ikasleengan duten eragina aztertzen da, emozio hori sortzen duten ikasleen herabetasunean eta jokabidean arreta jarriz. Hemen, gaiari behar duen garrantzia ematen zaio, gaur egun behar adina lantzen ez den esparrua dela kontuan hartuta, eta, hala eginez gero, behar besteko sakontasuna ez zaio ematen, herabetasunaren kasuan bezala. Horretarako, gorputz-adierazpena erabiliz, proposamen bat egin da unitate didaktiko gisa, ikasleek emozioak ezagutu ditzaten, eta emozio horiek identifikatzen eta kudeatzen ikas dezaten. Era berean, lotsa sentitzen duten ikasleek beren beldurrei aurre egin diezaioten, horretarako konfiantzazko giroa eta klima sozial positiboa sortuz. Prozesu hori Lehen Hezkuntzako lehen mailako 23 parte-hartzailez osatutako lagin batekin gauzatu zen, hau da, 6 eta 7 urte bitarteko ikasleekin. Lortutako emaitzek esku hartzearen garrantzia azpimarratzen dute. Horregatik, etapa goiztiarretatik hezkuntza emozionala ikastetxeetan txertatzearen garrantzia nabarmentzen da, ikasle bakoitzaren bilakaerarako, ikaskuntzarako eta garapen integralerako guztiz onuragarria baita. Hitz gakoak: Herabetasuna, emozioak, gorputz adierazpena, konfiantza, klima soziala. RESUMEN Este trabajo analiza la influencia de las emociones en los alumnos, poniendo atención en la timidez y la conducta de los alumnos que poseen esta emoción. Aquí se le da la importancia que requiere al tema, teniendo en cuenta que es un ámbito que actualmente no se trabaja lo suficiente, y en caso de hacerlo, no se le da la profundidad necesaria, como en el caso de la timidez. Para ello, se ha llevado a cabo una propuesta en forma de unidad didáctica utilizando la expresión corporal, para que los alumnos conozcan distintas emociones, aprendiendo a identificarlas y a gestionarlas. A su vez, para que los alumnos que sienten timidez, puedan enfrentar sus miedos, para ello, creando un ambiente de confianza y un clima social positivo. Este proceso se llevó a cabo con una muestra formada por 23 participantes de primero de primaria, es decir, de alumnos de entre 6 y 7 años. Los resultados obtenidos remarcan la importancia de intervenir en ello, es por eso que se destaca la importancia de insertar la educación emocional en los colegios desde etapas tempranas, siendo totalmente beneficioso para la evolución, el aprendizaje y el desarrollo integral en cada alumno. Palabras clave: Timidez, emociones, expresión corporal, confianza, clima social. ABSTRACT This work analyzes the influence of emotions in students, paying attention to shyness and the behavior of students who possess this emotion. Here the subject is given the importance it requires, taking into account that it is an area that is currently not worked enough, and if it is, it is not given the necessary depth, as in the case of shyness. To this end, a proposal has been carried out in the form of a didactic unit using corporal expression, so that students learn about different emotions, learning to identify and manage them. At the same time, so that students who feel shyness can face their fears, creating an atmosphere of confidence and a positive social climate. This process was carried out with a sample of 23 participants from the first year of primary school, that is, students between 6 and 7 years old. The results obtained highlight the importance of intervening in this, which is why the importance of inserting emotional education in schools from early stages is emphasized, being totally beneficial for the evolution, learning and integral development of each student. Key words: Shyness, emotions, body language, confidence, social climate.