Desarrollo socio-afectivo en la educación media superior : el papel del contexto académico
Journal
Revista Panamericana de Pedagogía
Publisher
Universidad Panamericana, Escuela de Pedagogía
Date Issued
2019-05-24
Author(s)
Ortiz Lack, Luis Gerardo
Gaeta González, Martha Leticia
Type
Resource Types::text::Non-primary product
Abstract
The educational transition currently experienced by Mexico underscores the socio-affective education as part of an educational quality, where the student learns to manage their personal resources for an adequate development in the environment where he develops. In the high-school, this arises throughout the school curriculum, through the generation of learning environments that put in the center the human aspect to contribute to the deployment of emotional skills of the students to trough of the curriculum. The academic context is therefore a space to favor the social learning, as well as to strengthen the motivation of the students towards the achievement of certain goals. It proposes an approach, from the theory of the emotional self-regulation of Saarni, for the reflection on the role dominating the academic environment in the development of socio-affective skills of the students in the upper middle level
License
Acceso Abierto
How to cite
Ortiz Lack, L. G., y Gaeta González, M. L. (2019). Desarrollo socio-afectivo en la educación media superior : el papel del contexto académico. Revista Panamericana de Pedagogía, (27), 149-167. https://doi.org/10.21555/rpp.v0i27.1680
Table of contents
1. Introducción -- 2. Desarrollo socio-afectivo del estudiante en el nivel medio-superior -- 3. El contexto académico como promotor de desarrollo socio-afectivo de los estudiantes -- 4. Promoción de la educación socio-afectiva en el aula -- 5. Consideraciones finales