Aproximación crítica a la Inteligencia Emocional como discurso dominante en el ámbito educativo

  1. David Menéndez Alvarez-Hevia 1
  1. 1 Manchester Metropolitan University, Reino Unido
Revista:
Revista española de pedagogía

ISSN: 0034-9461,  2174-0909

Ano de publicación: 2018

Volume: 76

Número: 269

Páxinas: 7-23

Tipo: Artigo

DOI: 10.22550/REP76-1-2018-01 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Revista española de pedagogía

Obxectivos de Desenvolvemento Sustentable

Resumo

This article offers a critical analysis of emotional intelligence (EI) as a dominant discourse that establishes ways of understanding, managing, and learning about emotions in the field of education. The first section gives an overview of the recent interest in the emotional along with how the popularity of ideas associated with emotional intelligence derives from its ability to associate itself with other influential discourses that emerge from the brain sciences (neurology, cognitive psychology, etc.). As part of this discussion, some of EI’s main qualities are questioned, for example, its neutrality, its potential to go beyond the dualist approaches that dominate traditional conceptions, and its proposal for a paradigm shift. The second part of the article examines the presence and impact of the discourse of emotional intelligence in the field of education, in the form of mechanisms for measuring emotional intelligence and programmes of emotional intelligence or emotional literacy. The importance of educators’ emotional involvement is discussed, as is the problem of the subjectivating power of this discourse. It concludes with arguments that invite us to reflect and explore alternative ways of understanding and framing the emotional and emotional education.

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