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

Palabras clave: Estrategias educativas, inteligencia, modelo educacional, proceso de aprendizaje, psicología de la educación

Resumen

Uno de los principales desafíos de la educación es preparar a las siguientes generaciones para regularse, aprender y transformar entornos emocionalmente diversos y complejos. Aunque la literatura científica ha abordado profusamente la importancia de la inteligencia emocional y reconoce sus aportes al bienestar y desarrollo, las estrategias educativas encaminadas a promover esta a nivel individual y grupal no han recibido similar atención. En consecuencia, el objetivo de la investigación es explorar las principales estrategias para el desarrollo de la inteligencia emocional desde los educadores y su proyección en los diferentes procesos socioeducativos. Con tal fin, se realiza una revisión cualitativa de la literatura sustentada en la búsqueda progresiva de fuentes relevantes mediante un muestreo teórico, así como múltiples instrumentos de contrastación y validación de los hallazgos. El análisis se realiza a partir de los procedimientos de la teoría fundamentada, lo que permite una representación parcial de los principios para el desarrollo de estrategias promotoras de la inteligencia emocional. Los resultados refrendan la importancia de los educadores emocionalmente inteligentes en los contextos educativos, a la vez que recalcan como cruciales las vías para fomentar la inteligencia de los educandos. Entre las principales estrategias se encuentran el abordaje del clima psicológico en el aula, el análisis cooperativo de problemas y la propuesta de soluciones conjuntas, así como la construcción de nuevas formas de acompañamiento. Se concluye que es necesario continuar profundizando en las estrategias, principalmente mediante diseños mixtos complejos y contextualizados.

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Biografía del autor/a

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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