The socio-emotional approach in the pandemic’s educational agenda. Between therapeutics and morals

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This paper aims at examine the political and pedagogical implications of the emotional interventions proposed by the globally structured educational agenda in the context of the pandemic caused by COVID-19. Based on the analysis of the content of documents produced between 2020 and 2021 by Internati...

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Autores principales: Abramowski, Ana, Sorondo, Juana
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2022
Materias:
Social emotional learning - Therapisation - Emotionalization of education - Educational agenda - Emotionalization of citizenship
Aprendizaje socioemocional - Terapeutización - Emocionalización de lo educativo - Agenda educativa - Ciudadanía emocionalizada
Acceso en línea:http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10739
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Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
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spelling I28-R262-article-107392022-11-08T20:25:26Z The socio-emotional approach in the pandemic’s educational agenda. Between therapeutics and morals El enfoque socioemocional en la agenda educativa de la pandemia. Entre lo terapéutico y lo moral Abramowski, Ana Sorondo, Juana Social emotional learning - Therapisation - Emotionalization of education - Educational agenda - Emotionalization of citizenship Aprendizaje socioemocional - Terapeutización - Emocionalización de lo educativo - Agenda educativa - Ciudadanía emocionalizada This paper aims at examine the political and pedagogical implications of the emotional interventions proposed by the globally structured educational agenda in the context of the pandemic caused by COVID-19. Based on the analysis of the content of documents produced between 2020 and 2021 by International Organizations –more precisely, by UNESCO, ECLAC, UNICEF and the World Bank–, we identify the consolidation of the socio-emotional approach to problems such as school dropout or learning deficits. In this context, it stands out the call to give socio-emotional support to the student body, in order to guarantee their well-being. We observe, also, an attempt to install, in the post-pandemic curriculum, content related to social emotional learning. Without underestimating the emotional and psychological impact of the pandemic caused by COVID-19, neither minimizing the role of the school in facing this experience, we want to stress that the guidelines of the International Organizations in front of the pandemic are sustained in an emotionalization and therapisation of education. At the same time, we notice a reinforcement of moral concerns not stated as such and disguised in psycho-emotional statements, which ultimately leads to an emotionalization of citizenship. Este trabajo tiene por objetivo indagar las implicancias político-pedagógicas de las intervenciones emocionales propuestas desde la agenda educativa global en el contexto de la pandemia provocada por el COVID-19. A partir del análisis de contenido de documentos producidos entre 2020 y 2021 por Organismos Internacionales –más precisamente, por UNESCO, CEPAL, UNICEF y el Banco Mundial–, identificamos el avance y la consolidación del abordaje socioemocional ante problemáticas tales como el abandono escolar o los déficits en el aprendizaje. En este contexto, se destaca el llamado a brindar apoyo socioemocional al estudiantado, la centralidad del discurso del bienestar y la tentativa a instalar, en el currículum de la pospandemia, contenidos vinculados al aprendizaje socioemocional. Sin desestimar el impacto emocional y psicológico de la pandemia provocada por el COVID-19, ni minimizar el papel de la escuela ante esta experiencia, desarrollamos en este artículo la hipótesis de que los lineamientos de los Organismos Internacionales frente a la pandemia se sostienen en una emocionalización y terapeutización de lo educativo. Al mismo tiempo, advertimos un reforzamiento de preocupaciones morales no enunciadas como tales y solapadas en enunciados psico-emocionales, que conduce, en última instancia, a una emocionalización de la ciudadanía. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2022-01-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10739 10.34096/iice.n51.10739 Revista del IICE; Núm. 51 (2022) 2451-5434 0327-7763 spa http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10739/10287 Derechos de autor 2022 Revista del IICE
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic Social emotional learning - Therapisation - Emotionalization of education - Educational agenda - Emotionalization of citizenship
Aprendizaje socioemocional - Terapeutización - Emocionalización de lo educativo - Agenda educativa - Ciudadanía emocionalizada
spellingShingle Social emotional learning - Therapisation - Emotionalization of education - Educational agenda - Emotionalization of citizenship
Aprendizaje socioemocional - Terapeutización - Emocionalización de lo educativo - Agenda educativa - Ciudadanía emocionalizada
Abramowski, Ana
Sorondo, Juana
The socio-emotional approach in the pandemic’s educational agenda. Between therapeutics and morals
topic_facet Social emotional learning - Therapisation - Emotionalization of education - Educational agenda - Emotionalization of citizenship
Aprendizaje socioemocional - Terapeutización - Emocionalización de lo educativo - Agenda educativa - Ciudadanía emocionalizada
author Abramowski, Ana
Sorondo, Juana
author_facet Abramowski, Ana
Sorondo, Juana
author_sort Abramowski, Ana
title The socio-emotional approach in the pandemic’s educational agenda. Between therapeutics and morals
title_short The socio-emotional approach in the pandemic’s educational agenda. Between therapeutics and morals
title_full The socio-emotional approach in the pandemic’s educational agenda. Between therapeutics and morals
title_fullStr The socio-emotional approach in the pandemic’s educational agenda. Between therapeutics and morals
title_full_unstemmed The socio-emotional approach in the pandemic’s educational agenda. Between therapeutics and morals
title_sort socio-emotional approach in the pandemic’s educational agenda. between therapeutics and morals
description This paper aims at examine the political and pedagogical implications of the emotional interventions proposed by the globally structured educational agenda in the context of the pandemic caused by COVID-19. Based on the analysis of the content of documents produced between 2020 and 2021 by International Organizations –more precisely, by UNESCO, ECLAC, UNICEF and the World Bank–, we identify the consolidation of the socio-emotional approach to problems such as school dropout or learning deficits. In this context, it stands out the call to give socio-emotional support to the student body, in order to guarantee their well-being. We observe, also, an attempt to install, in the post-pandemic curriculum, content related to social emotional learning. Without underestimating the emotional and psychological impact of the pandemic caused by COVID-19, neither minimizing the role of the school in facing this experience, we want to stress that the guidelines of the International Organizations in front of the pandemic are sustained in an emotionalization and therapisation of education. At the same time, we notice a reinforcement of moral concerns not stated as such and disguised in psycho-emotional statements, which ultimately leads to an emotionalization of citizenship.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2022
url http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10739
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first_indexed 2023-06-27T21:20:43Z
last_indexed 2023-06-27T21:20:43Z
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