Acceso usuarios
Alfonso André Bonhomme Manriquez
En la actualidad han cobrado relevancia los discursos sobre la importancia de atender la dimensión emocional en la escuela. Sin embargo, la conceptualización de las emociones en la escuela no le permite a esta desempeñar su rol transformador, confundiendo el papel de docentes y establecimientos y cayendo en determinismos que conllevan a la estigmatización del estudiante y/o su entorno. El presente artículo tiene como objetivo, por un lado, problematizar sobre las conceptualizaciones vigentes acerca de las emociones y su desarrollo, tomando en cuenta una investigación previa. Luego, se propone la revisión teórica de los principales conceptos de L.S. Vygotsky para entender las emociones y su desarrollo. La tesis principal es que las emociones se desarrollan siguiendo la misma lógica que Vygotsky define para el resto de los procesos psíquicos superiores, y que urge una teoría de las emociones que permita dar respuesta a las necesidades y problemas que tiene hoy la escuela.
Today, emotional capitalism permeates much of the space in which subjects perform in society. A good example of this, are the conceptions about emotions in schools. The dominant discourses of emotions become devices oriented to the reproduction of a social order, in which psychology assigns itself an important role, becoming itself a fundamental tool in schools for the containment of emotions that are ultimately the product of social inequality and stigmatization for which States should take responsibility.
In addition, studies on emotions conducted from an educational and a psychological perspective have also proliferated.
These studies on the affective dimension in the educational sphere in general share three core aspects: I) the predominance of the cognitive paradigm and the emotional intelligence model, which regard emotions as skills and/or competences at the service of adaptability; II) the incorporation of mental health goals at school in order to legitimize the inclusion of emotions in the educational domain; and III) the reconfiguration of teacher and student roles at school, incorporating attachment theories to our understanding of the teacher-student relationship, ascribing a therapeutic/repairing function to it.
So far, psychology has provided a dualistic and abstract theory of emotions consistent with the aforementioned discourses. However, it is possible to think of theories that allow schools to fulfil their transforming social role.
The objective of this article is, on the one hand, to problematize the current conceptualizations about emotions and their development, taking into account previous research. On the other hand, the theoretical revision of the main concepts of L.S. Vygotsky is proposed in order to understand emotions and their development.
The main thesis is that emotions are developed following the same logic that Vygotsky defines for the rest of the superior psychic processes, and that there is an urgent need for a theory of emotions that allows us to respond to the needs and problems that the school has today.
The present article proposes the concept of emotions that emerges from Vygotsky's work as an alternative to existing theories and that fulfils the above-mentioned characteristics. In order to do so, it is necessary to elaborate a (re)construction of the concept of emotions present in the work of this author, in coherence with his solid theory of psychological processes.
In the first place, the vygotskyana perspective will be analyzed as a monist perspective regarding intellect and emotion. Vygotsky is critical of the Cartesian tradition, which gives rise to centripetal theories (peripheral and mechanistic) and centrifugal theories (centralist and spiritualist) of emotions. These perspectives presuppose a dualistic vision between body and mind. The relevance of language as a fundamental tool in human historical-cultural ontogenetic development and the configuration of higher psychological systems will then be discussed. The concepts of psychological systems and transformation will also be deepened in order to understand the development of diverse psychological processes, including emotions.
Finally, the concept of emotions that is at the base of educational theories and proposals does matter. Psychology is largely responsible for the confusing implications analyzed that impede the adequate development of the transforming potential of the school. Vygotsky's theory seems to give better lights and open the way to effective and responsible strategies, ethically and politically speaking, by incorporating the emotional dimension into the educational field.
