To register emotions at school, a social and educational need
Traditionally, emotions have played a very discreet role in the school and affectivity in the classroom has been lacking in the relationships of teachers and students. With all of the above, since Mayer &, Salovey (1990) first coined the term Emotional Intelligence (EI) in an academic journal...
- Autores:
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2013
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13351
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2653
https://repositorio.uptc.edu.co/handle/001/13351
- Palabra clave:
- Emotional Intelligence
Curriculum
teacher trainees.
inteligencia emocional
currículum
formación docente.
Intelligence émotionnelle
curriculum
formation d’enseignants
inteligência emocional
currículo
formação docente.
- Rights
- License
- http://purl.org/coar/access_right/c_abf79
| id |
REPOUPTC2_3522702de103d45446778e9f008918a4 |
|---|---|
| oai_identifier_str |
oai:repositorio.uptc.edu.co:001/13351 |
| network_acronym_str |
REPOUPTC2 |
| network_name_str |
RiUPTC: Repositorio Institucional UPTC |
| repository_id_str |
|
| dc.title.en-US.fl_str_mv |
To register emotions at school, a social and educational need |
| dc.title.es-ES.fl_str_mv |
Matricular las emociones en la escuela, una necesidad educativa y social |
| dc.title.fr-FR.fl_str_mv |
Inscrire les émotions à l’école, un besoin éducatif et social |
| dc.title.pt-BR.fl_str_mv |
Matricular as emoções na escola, uma necessidade educativa e social |
| title |
To register emotions at school, a social and educational need |
| spellingShingle |
To register emotions at school, a social and educational need Emotional Intelligence Curriculum teacher trainees. inteligencia emocional currículum formación docente. Intelligence émotionnelle curriculum formation d’enseignants inteligência emocional currículo formação docente. |
| title_short |
To register emotions at school, a social and educational need |
| title_full |
To register emotions at school, a social and educational need |
| title_fullStr |
To register emotions at school, a social and educational need |
| title_full_unstemmed |
To register emotions at school, a social and educational need |
| title_sort |
To register emotions at school, a social and educational need |
| dc.subject.en-US.fl_str_mv |
Emotional Intelligence Curriculum teacher trainees. |
| topic |
Emotional Intelligence Curriculum teacher trainees. inteligencia emocional currículum formación docente. Intelligence émotionnelle curriculum formation d’enseignants inteligência emocional currículo formação docente. |
| dc.subject.es-ES.fl_str_mv |
inteligencia emocional currículum formación docente. |
| dc.subject.fr-FR.fl_str_mv |
Intelligence émotionnelle curriculum formation d’enseignants |
| dc.subject.pt-BR.fl_str_mv |
inteligência emocional currículo formação docente. |
| description |
Traditionally, emotions have played a very discreet role in the school and affectivity in the classroom has been lacking in the relationships of teachers and students. With all of the above, since Mayer &, Salovey (1990) first coined the term Emotional Intelligence (EI) in an academic journal, the number of researches and findings regarding the relationship of EI with different behaviors, with life success and academic achievement among others, have led to important progress, allowing repositioning of emotional management programs in educational institutions. It should be noted that various disciplines such as Psychology, Affective Neuroscience, Buddhism and Education, have given prominence to emotions and their impact on social and human development. For this reason we can identify several successful experiences in different educational contexts that have nurtured these findings, besides suggesting a focus for the development of emotional skills in teachers ‘trainee. |
| publishDate |
2013 |
| dc.date.accessioned.none.fl_str_mv |
2024-07-05T19:04:05Z |
| dc.date.available.none.fl_str_mv |
2024-07-05T19:04:05Z |
| dc.date.none.fl_str_mv |
2013-07-03 |
| dc.type.none.fl_str_mv |
Artículo de revista |
| dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.coar.none.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.driver.none.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.content.none.fl_str_mv |
Text |
| dc.type.redcol.none.fl_str_mv |
https://purl.org/redcol/resource_type/ART |
| dc.type.coarversion.spa.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a162 |
| format |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.identifier.none.fl_str_mv |
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2653 10.19053/22160159.2653 |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.uptc.edu.co/handle/001/13351 |
| url |
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2653 https://repositorio.uptc.edu.co/handle/001/13351 |
| identifier_str_mv |
10.19053/22160159.2653 |
| dc.language.none.fl_str_mv |
spa |
| dc.language.iso.spa.fl_str_mv |
spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2653/2468 |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf79 |
| rights_invalid_str_mv |
http://purl.org/coar/access_right/c_abf79 http://purl.org/coar/access_right/c_abf2 |
| dc.format.none.fl_str_mv |
application/pdf |
| dc.publisher.es-ES.fl_str_mv |
Universidad Pedagógica y Tecnológica de Colombia |
| dc.source.en-US.fl_str_mv |
Praxis & Saber; Vol. 4 No. 8 (2013): Pedagogía y curriculo; 87 - 108 |
| dc.source.es-ES.fl_str_mv |
Praxis & Saber; Vol. 4 Núm. 8 (2013): Pedagogía y curriculo; 87 - 108 |
| dc.source.fr-FR.fl_str_mv |
Praxis & Saber; Vol. 4 No 8 (2013): Pedagogía y curriculo; 87 - 108 |
| dc.source.it-IT.fl_str_mv |
Praxis & Saber; V. 4 N. 8 (2013): Pedagogía y curriculo; 87 - 108 |
| dc.source.pt-BR.fl_str_mv |
Praxis & Saber; v. 4 n. 8 (2013): Pedagogía y curriculo; 87 - 108 |
| dc.source.none.fl_str_mv |
2462-8603 2216-0159 |
| institution |
Universidad Pedagógica y Tecnológica de Colombia |
| repository.name.fl_str_mv |
Repositorio Institucional UPTC |
| repository.mail.fl_str_mv |
repositorio.uptc@uptc.edu.co |
| _version_ |
1849966037727969280 |
| spelling |
2013-07-032024-07-05T19:04:05Z2024-07-05T19:04:05Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/265310.19053/22160159.2653https://repositorio.uptc.edu.co/handle/001/13351Traditionally, emotions have played a very discreet role in the school and affectivity in the classroom has been lacking in the relationships of teachers and students. With all of the above, since Mayer &, Salovey (1990) first coined the term Emotional Intelligence (EI) in an academic journal, the number of researches and findings regarding the relationship of EI with different behaviors, with life success and academic achievement among others, have led to important progress, allowing repositioning of emotional management programs in educational institutions. It should be noted that various disciplines such as Psychology, Affective Neuroscience, Buddhism and Education, have given prominence to emotions and their impact on social and human development. For this reason we can identify several successful experiences in different educational contexts that have nurtured these findings, besides suggesting a focus for the development of emotional skills in teachers ‘trainee.Tradicionalmente las emociones han tenido un papel muy discreto en la escuela y la afectividad en el aula se ha hecho presente de manera desprovista en las relaciones de maestros y estudiantes. Con todo y lo anterior, desde que Salovey &amp, Mayer (1990) utilizaron por primera vez el término de inteligencia emocional (IE) en una revista académica, el número de investigaciones y hallazgos respecto a la relación de la IE con diferentes conductas, con el éxito de la vida y con el rendimiento académico entre otras, han generado importantes avances permitiendo un nuevo posicionamiento de los programas de gestión emocional en las instituciones educativas. Hay que advertir que diversas disciplinas como la psicología, la neurociencia afectiva, el budismo y la educación, han dado relieve a las emociones y su incidencia en el desarrollo social y humano. Por esta razón se pueden evidenciar diversas experiencias exitosas en distintos contextos educativos que se han nutrido de estos hallazgos, sugiriendo además, una especial atención para el desarrollo de habilidades emocionales en los docentes en formación. Traditionnellement les émotions ont joué un rôle très discret à l’école et l’affectivité dans les salles de clase s’est faite présente de manière dépourvue dans les relations maître-étudiants. en rapport avec ce qui précède, depuis que salovey &, mayer (1990) ont utilisé pour la première fois le terme d’intelligence émotionnelle (ie) dans une revue académique, le nombre d’investigations et de découvertes concernant la relation de l’ie avec différentes conduites, avec la réussite dans la vie et avec le rendement académique entre autres, ont généré d’importants progrès qui ont permis une nouveau positionnement des programmes de gestion émotionnelle dans les institutions éducatives. il faut remarquer que certaines disciplines comme la psychologie, la neuroscience affective, le bouddhisme et l’éducation, ont donné un relief aux émotions et à leur incidence dans le développement social et humain. pour cette raison on peut mettre en évidence diverses expériences ayant du succès dans différents contextes éducatifs qui se sont nourris de ces découvertes, suggérant de plus une attention spéciales pour le développement des aptitudes émotionnelles chez les enseignants en formation.Tradicionalmente as emoções tem tido uma função muito discreta na escola e a afetividade na sala de aula se tem feito presente de forma carente nas relações de maestros e alunos. Com tudo o anterior, desde que Salovey &, Mayer (1990) utilizaram pela primeira vez o termo inteligência emocional (IE) em uma revista acadêmica, o número de pesquisas e achados respeito à relação da IE com diferentes comportamentos, com o êxito da vida e com o rendimento acadêmico dentre outros, tem gerado importantes avanços permitindo um novo posicionamento de programas de gestão emocional nas instituições educativas. Tem que advertir que diversas disciplinas como a psicologia, a neurociência afetiva, o budismo e a educação, têm dado destaque às emoções e a sua incidência no desenvolvimento social e humano. Por causa disso podem-se evidenciar diversas experiências exitosas em distintos contextos educacionais que se têm nutrido de estes achados, sugerindo alem disso, uma especial atenção para o desenvolvimento de habilidades emocionais nos docentes em formação.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2653/2468Praxis & Saber; Vol. 4 No. 8 (2013): Pedagogía y curriculo; 87 - 108Praxis & Saber; Vol. 4 Núm. 8 (2013): Pedagogía y curriculo; 87 - 108Praxis & Saber; Vol. 4 No 8 (2013): Pedagogía y curriculo; 87 - 108Praxis & Saber; V. 4 N. 8 (2013): Pedagogía y curriculo; 87 - 108Praxis & Saber; v. 4 n. 8 (2013): Pedagogía y curriculo; 87 - 1082462-86032216-0159Emotional IntelligenceCurriculumteacher trainees.inteligencia emocionalcurrículumformación docente.Intelligence émotionnellecurriculumformation d’enseignantsinteligência emocionalcurrículoformação docente.To register emotions at school, a social and educational needMatricular las emociones en la escuela, una necesidad educativa y socialInscrire les émotions à l’école, un besoin éducatif et socialMatricular as emoções na escola, uma necessidade educativa e socialArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleTexthttps://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a162http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf79http://purl.org/coar/access_right/c_abf2Buitrago Bonilla, Rafael EnriqueHerrera Torres, LucíaPublication001/13351oai:repositorio.uptc.edu.co:001/133512025-10-30 19:13:05.906metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |