Título :	Cuando la emoción educa: relatos y percepciones de los educadores
Tipo de documento:	documento electrónico
Autores:	Betancur Granada, Natalia, Autor ; Ocampo Florez, Esteban, Asesor
Editorial:	Manizales [Colombia] : Universidad de Manizales*
Fecha de publicación:	2025
Colección:	RiDUM - Facultad de Ciencias Sociales y Humanas
Subcolección:	Maestria en Educación y Desarrollo Humano
Palabras clave:	Desarrollo humano  Emociones  Aprendizaje Socioemocional
Resumen:	This research sought to understand the perceptions that teachers and counselors have about emotional education in educational institutions in the city of Manizales. Ten teachers and counselors from ten educational institutions, both public and private, responsible for processes associated with emotional education participated, and semi-structured interviews were conducted with actors responsible for leading processes related to student emotional development. The study was conducted using a qualitative approach, with a descriptive and interpretive perspective focused on capturing the voices of the participants and the meanings they attach to their practices. The thematic analysis revealed that emotional education is implemented in a heterogeneous manner, either as a cross-cutting theme, in institutional projects, or in response to emerging situations. Teachers identify multiple benefits: improved coexistence, strengthening of the pedagogical bond, development of empathy, and emotional self-regulation. However, significant tensions also emerge: confusion between values education and emotional education, gaps in professional training, limited family participation, and the absence of formal evaluation mechanisms. The findings show that emotional education, rather than being applied at specific moments, should be part of a structured approach that is integrated into the daily educational process. For participants, this component is essential to comprehensive education and requires the joint involvement of teachers, administrators, families, and students. The study highlights the importance of moving toward sustainable practices that recognize institutional conditions and teacher subjectivity as central elements in their implementation
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7715
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

Cuando la emoción educa: relatos y percepciones de los educadores [documento electrónico] / Betancur Granada, Natalia, Autor ; Ocampo Florez, Esteban, Asesor . - Manizales [Colombia] : Universidad de Manizales*, 2025. - (RiDUM - Facultad de Ciencias Sociales y Humanas. Maestria en Educación y Desarrollo Humano) .

Palabras clave:	Desarrollo humano  Emociones  Aprendizaje Socioemocional
Resumen:	This research sought to understand the perceptions that teachers and counselors have about emotional education in educational institutions in the city of Manizales. Ten teachers and counselors from ten educational institutions, both public and private, responsible for processes associated with emotional education participated, and semi-structured interviews were conducted with actors responsible for leading processes related to student emotional development. The study was conducted using a qualitative approach, with a descriptive and interpretive perspective focused on capturing the voices of the participants and the meanings they attach to their practices. The thematic analysis revealed that emotional education is implemented in a heterogeneous manner, either as a cross-cutting theme, in institutional projects, or in response to emerging situations. Teachers identify multiple benefits: improved coexistence, strengthening of the pedagogical bond, development of empathy, and emotional self-regulation. However, significant tensions also emerge: confusion between values education and emotional education, gaps in professional training, limited family participation, and the absence of formal evaluation mechanisms. The findings show that emotional education, rather than being applied at specific moments, should be part of a structured approach that is integrated into the daily educational process. For participants, this component is essential to comprehensive education and requires the joint involvement of teachers, administrators, families, and students. The study highlights the importance of moving toward sustainable practices that recognize institutional conditions and teacher subjectivity as central elements in their implementation
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7715
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i