Publication: Prácticas artísticas para la Inteligencia Emocional: inquietudes para el cambio e implicación institucional bajo parámetros multiculturales
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2015-09-15
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Universidad Complutense de Madrid
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Abstract
Este estudio propone el empleo de prácticas artísticas y la creación de un espacio propio dentro de los centros escolares, para ofrecer la oportunidad de desarrollar habilidades emocionales de un modo diferente en las aulas. Se ofrece la creación de un “corpus doctrinal” que recopile la información social básica de la España actual para ayudar en la comprensión del contexto receptor de esta tipología de talleres artísticos. Para ello, ofrecemos una revisión del origen de concepto Inteligencia Emocional (IE) y las últimas aportaciones de educación emocional en el contexto escolar español, estableciendo la multiculturalidad como un nuevo factor determinante a tener en cuenta en este desarrollo. El trabajo de investigación se enmarca a través del proyecto MUS-E de la Fundación Yehudi Menuhin España (FYME), donde mediante el programa Arte por la Convivencia (ConvinArte) se busca favorecer la integración social y cultural en situaciones de exclusión a través de las artes. Con este proyecto, apoyamos desde la práctica el compromiso de la escuela de canalizar y facilitar el desarrollo del alumnado a través de intervenciones en centros públicos de la Comunidad de Madrid, estableciendo una evaluación de los agentes que determinan y limitan el progreso de sus capacidades afectivas, motivacionales y sociales.
This study proposes the use of the artistic practices and the creation of own spaces within the school centres, to offer the oportunity to develop emotional skills from a different way from the classrooms. It is offered the creation of a “doctrinal corpus” that collects the basic social information of the current Spain to help in the understanding of the reciever context of the typology of this artistic workshops. For that, we offer a review of the origin of the Emotional Inteligence (EI) concept and the last contributions of emotional education in the Spanish schoolchild, setting multiculturality as a new determinating factor to keep in mind in this development. The research work is framed trough the MUS-E project of the Yehudi Menuhin Spain Foundation (FYME), where through the Art for the Coexistence program (ConvinArte), tries to promote social and cultural integration in exclusion situations through the arts. With this project, we support from the practice the commitment of the school to channel and ease the development of the schoolchild through the interventions in public centres of Autonomous Community of Madrid, setting an evaluation of the agents that determine and limit the progress of their afective, motivonational and social capabilities.
This study proposes the use of the artistic practices and the creation of own spaces within the school centres, to offer the oportunity to develop emotional skills from a different way from the classrooms. It is offered the creation of a “doctrinal corpus” that collects the basic social information of the current Spain to help in the understanding of the reciever context of the typology of this artistic workshops. For that, we offer a review of the origin of the Emotional Inteligence (EI) concept and the last contributions of emotional education in the Spanish schoolchild, setting multiculturality as a new determinating factor to keep in mind in this development. The research work is framed trough the MUS-E project of the Yehudi Menuhin Spain Foundation (FYME), where through the Art for the Coexistence program (ConvinArte), tries to promote social and cultural integration in exclusion situations through the arts. With this project, we support from the practice the commitment of the school to channel and ease the development of the schoolchild through the interventions in public centres of Autonomous Community of Madrid, setting an evaluation of the agents that determine and limit the progress of their afective, motivonational and social capabilities.