Emotional education and curricular justice: not all that glitters is gold
DOI:
https://doi.org/10.24310/mar.6.2.2025.21224Keywords:
permanent training, emotional education, positive education, curriculum, inclusionAbstract
Emotional education has been supported by educational policies, including it in teacher training plans, to promote educational success and an inclusive school. This education, focused on emotional management, has been incorporated from the conception of positive education, introducing techniques such as educational coaching or mindfulness. These focus their practices on the empowerment of the self, outside the contexts of the subjects, which makes it impossible to have a curriculum that contributes to curricular justice, which enables inclusion and educational equity. This research aimed to find out what content and how emotional education is being introduced into the curriculum based on ongoing training from a qualitative methodological approach and its contribution to said justice. Semi-structured interviews were conducted with professionals responsible for ongoing training in emotional education, training advisors from Teacher Training Centers and experts outside these Centers, and with teachers. The results showed that the techniques in which teachers are trained are broadly focused on developing content that deals with “saving” suffering for greater happiness and well-being; fostering the self; believing in oneself; the meaning of my life; equal opportunities; and attitude towards situations. It can be concluded that these techniques hinder inclusion and equity by depoliticizing emotions and not addressing the causes that give rise to the emotional states of students, contributing to their homogenization and making diversity invisible.
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