El enfoque narrativo para la investigación-formación de emociones en educación

Objective: To review the contributions of the narrative approach to the investigation-formation practices of emotions of educational actors. Methodology: Narrative review of a selective nature, to compare, contrast and relate key aspects of the research topic, delimited by temporal aspects (2000-2019), typological (research with qualitative and quantitative designs) and publications (articles and theses in systems and bases: Dialnet, Ebsco, Proquest, Science Direct, Scopus). Results: The narrative approach contributes to the structuring of emotions to encompass dimensions and aspects that intervene in their development, with the training of investigative actors in terms of understanding and refiguration of their emotional episodes, with the reconfiguration of both the object and the ways of analyzing and socializing the results of emotional experiences. Conclusions: The development of socio-emotional skills is a necessity for work and educational environments and a challenge for emotional education practices. Practical research shows significant contributions of the narrative approach to address emotions, compared to stereotyped and parallel approaches to traditional research that are reduced to data and numbers that do not allow the understanding of these lived experiences.

• Autores: BARRIOS TAO, HERNANDO
• Fecha de publicación: 2022
• Institución: Universidad Santo Tomás
• Repositorio: Repositorio Institucional USTA
• Idioma: spa
• OAI Identifier: oai:repository.usta.edu.co:11634/45104
• Acceso en línea: https://revistas.usantotomas.edu.co/index.php/riiep/article/view/6516; http://hdl.handle.net/11634/45104
• License: Derechos de autor 2022 Revista Interamericana de Investigación Educación y Pedagogía RIIEP