Resumen Objetivo: Determinar la influencia del recreo escolar como espacio potenciador de habilidades sociales en estudiantes de educacion media vocacional. Metodologia: la investigacion tiene enfoque cualitativo, es de tipo social e indaga acerca de un objeto que tiene pocas investigaciones previas y del cual se tiene un conocimiento impreciso que impide determinar cuales son los aspectos mas relevantes. La recoleccion de datos informativos se llevo a cabo mediante la tecnica de la observacion directa no participante y a traves de un grupo focal, procesados en el software Atlas.ti; la interpretacion de la informacion se fundamento en el analisis de las redes semanticas obtenidas a partir de dicho software. Hallazgos: se identifican las habilidades sociales a partir de los componentes/indicadores que las evidencian como las mas relevantes en un escenario/territorio vital denominado recreo escolar, habitado por sujetos implicados en un espacio de interaccion y dialogo. Conclusiones: el recreo escolar es un espacio/tiempo de libertad para el despliegue de emociones, sentimientos, autonomia, alegria, goce, disfrute y felicidad que provoca en los estudiantes el ser ellos mismos con un mejor desarrollo humano/social a traves de la teatralidad y la subjetividad en sus formas escenicas. Palabras clave: recreo escolar, habilidades sociales, desarrollo humano, formacion integral. SCHOOL RECREATION AS A SPACE FOR ENHANCING SOCIAL SKILLS. Abstract Objective: To determine the influence of the school recess space as a moment to enhance social skills among students from high school. Methodology: The study was based on a qualitative research with social components, due to the fact there was a lack of literature and previous studies about it. Therefore, it was challenging to find out the relevant aspects of the research. Informative data gathering was carried out using the technique of non-participant direct observation, as well as, a focal group. The data was processed by the Atlas.ti software. The data analysis was interpreted taking into account the semantic networks, which results were obtained from the software. Findings: The most relevant social skills were identified through some components/indicators observed in a vital territory/scenery called school recess, where the interaction and the dialogue are present. Conclusions: The school playground is a freedom space/time where the students discover a world of emotions, feelings, independence, pleasure, enjoyment and happiness. Furthermore, they can be themselves having a better human/social development through theatricality and subjectivity in its scenic ways. Key words: school recess, social skills, human development, integral formation.