Educadores emocionalmente inteligentes: claves y estrategias para un aprendizaje significativo

Verenice  Sánchez Castillo; Alfredo Javier  Pérez Gamboa; Carlos Alberto Gómez Cano

doi:10.18634/sophiaj.19v.2i.1497

Verenice Sánchez Castillo Universidad de la Amazonia
Alfredo Javier Pérez Gamboa Universidad de Ciego de Ávila
Carlos Alberto Gómez Cano Corporación Unificada Nacional de Educación Superior

DOI: https://doi.org/10.18634/sophiaj.19v.2i.1497

Palavras-chave: Estratégias educacionais, inteligência, modelo educacional, processo de aprendizagem, psicologia da educação

Resumo

Uno de los principales desafíos de la educación es prepararse como próximas gerencias para autorregularse, aprender y transformar ambientes emocionalmente diversos y complejos. Embora a literatura científica tenha abordado ampliamente la importancia de la inteligencia emocional y el reconocimiento de sus contribuciones para el bien estar y el desarrollo, como estrategias educativas voltadas para promover la emníveis individual y grupal não recebam atenção similar. En consecuencia, el objetivo de la investigación es explorar como principios estratégicos para el desarrollo de la inteligencia emocional a partir de los educadores y su proyección en los diferentes procesos socioeducativos. Para tanto, é realizada una revisión cualitativa de la literatura, sustentada por una busca progresiva de fuentes relevantes mediante una demostración teórica, como por múltiples instrumentos de validación y comparación de dos achados. A análise segue os procedimentos da teoria fundamentada, permitindo uma representação parcial dos princípios para o desenvolvimento de estratégias promotoras da inteligência emocional. Os resultados confirmam a importância dos educadores emocionalmente inteligentes nos contextos educacionais e ressaltam como cruciais os caminhos para fomentar a inteligência dos estudantes. Entre las principales estrategias destacan el abordaje del clima psicológico en la sala de aula, el análisis cooperativo de problemas y la propuesta de soluciones conjuntas, así como la construcción de nuevas formas de acompañamiento. Concluyendo que es necesario profundizar en estrategias, principalmente por medio de diseños mistos complejos y contextualizados.

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Biografia do Autor

Verenice Sánchez Castillo, Universidad de la Amazonia

Doctora en Antropología. Directora del Grupo de Investigación GIADER. Docente e Investigadora de la Universidad de la Amazonia. ORCID: https://orcid.org/0000-0002-3669-3123

Alfredo Javier Pérez Gamboa, Universidad de Ciego de Ávila

Doctor en Ciencias de la Educación. Profesor Auxiliar de la Universidad de Ciego de Ávila, Cuba. ORCID: https://orcid.org/0000-0003-4555-7518

Carlos Alberto Gómez Cano, Corporación Unificada Nacional de Educación Superior

Magister en Ciencias de la Educación. Docente e Investigador de la Corporación Unificada Nacional de Educación Superior. ORCIDhttps://orcid.org/0000-0003-0425-7201

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