Escolar Documentos
Profissional Documentos
Cultura Documentos
Introduccin
al desarrollo socioafectivo
Y estudiaremos:
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1. Justificacin y necesidad
de la educacin socioafectiva
"OUFTEFBCPSEBSFMUFNBEFMdesarrollo socioafectivoEFMPTOJPTFOTVTBTQFDUPTBGFDUJWP
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Sabas que?
&M Informe Delors GVF FMBCPSBEP QPS MB $PNJTJO JOUFSOBDJPOBM
QBSB MB FEVDBDJO EFM TJHMP XXI B
QFUJDJOEFMB6OFTDP&TUFJOGPSNF GVF QSFQBSBEP QPS QFSTPOBT
RVF USBCBKBO FO FM NVOEP FEVDBUJWP Z IBCMB EF DNP EFCFNPT
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Situaciones
vitales
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Situaciones
educativas
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Situaciones
sociales
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EFMBDPNVOJEBEFTDPMBS
t%FTBSSPMMBSDPNQFUFODJBT
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Necesidades
derivadas de las
situaciones vitales
Necesidades
derivadas de las
situaciones
educativas
Necesidades
derivadas de las
situaciones sociales
2. Fundamentacin terica
de la educacin socioafectiva
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t -Bpsicoterapia,RVFQVFEFDPOTJEFSBSTFDPNPVOBUFSBQJBFNPDJPOBM
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FTUST
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Sabas que?
Carl Rogers.1TJDMPHPFTUBEPVOJEFOTF
EFTBSSPMM MB
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MB QFSTPOB
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FT GVOEBNFOUBM QBSB MPHSBS MB
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Z FM QBDJFOUF P FOUSF MPT TFSFT
IVNBOPT
Albert Ellis. 1TJDMPHP FTUBEPVOJEFOTF
$SFBEPSEF
MB UFPSB EF MB UFSBQJB SBDJPOBM
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FNPDJPOBM
Gardner
Goleman
*OUFMJHFODJBJOUSBQFSTPOBM
$PNQFUFODJBQFSTPOBM
Vocabulario
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$PNQFUFODJBTPDJBM
Inteligencia emocional
Ten en cuenta
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Caso Prctico 1
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Solucin:
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Actividades
1. 4PCSFFMMJCSPEF.JHVFM$.BSUOF[-QF[
Sociedades que
favorecen la inteligencia emocional en sus relaciones sociales
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Alegra
Tristeza
Miedo
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"VNFOUPEFMBGSFDVFODJBDBSEBDB
"VNFOUP EF MB DPOEVDUJWJEBE EF MB
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Sorpresa
Ira
Asco
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DBSEBDB
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&MFWBDJOEFMPTQSQBEPTTVQFSJPSFT
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3. Objetivos y contenidos
de la educacin emocional
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Sabas que?
Solucin:
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tMejoraFOIBCJMJEBEFTEFTPMVDJOEFQSPCMFNBT
Caso Prctico 2
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{RV
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3.1. Objetivos
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t %FTBSSPMMFOMBDBQBDJEBEEFrelacionarseDPOPUSPTEFNBOFSBTBUJTGBDUPSJB
tMayor dominioEFMPTJNQVMTPT
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tMejor control EFMBBOTJFEBE
tMenos conductasEFMJDUJWBT
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t %FTBSSPMMFOMBsensibilidadSFTQFDUPBMBTOFDFTJEBEFTEFPUSPT
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3.2. Contenidos
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A. Competencia personal
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t Conciencia de uno mismo:DPOPDFSMPTFTUBEPTJOUFSOPTZQFSTPOBMFT
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EFUFSNJOBEPTDPNQPSUBNJFOUPT
t Autorregulacin:DPOUSPMEFMPTJNQVMTPTZSFDVSTPTQFSTPOBMFT
Autocontrol:DBQBDJEBEEFNBOFKBSMBTFNPDJPOFTFJNQVMTPTDPOGMJDUJWPT
Autoestima y confianzaFOMBQPTJCJMJEBEEFBMDBO[BSNFUBT
t Automotivacin:DPOKVOUPEFUFOEFODJBTFNPDJPOBMFTRVFHVBOPGBDJMJUBOFMMPHSPEF
MPTPCKFUJWPTQFSTPOBMFT
Motivacin de logro:DBQBDJEBEEFFTGPS[BSTFQPSNFKPSBSPTBUJTGBDFSVOPCKFUJWP
Compromiso:DBQBDJEBEEFBTVNJSZNBOUFOFSMPTPCKFUJWPT
Importante
-B regulacin emocional GBWPSFDFMBJOUFSBDDJOTPDJBMDPOMPT
EFNT
11
Importante
4F QPES EFDJS RVF MBT FNPDJPOFTZTFOUJNJFOUPTOPTFQVFEFO
FOTFBS
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1PS PUSP MBEP
TF BGJSNB RVF las
emociones se aprenden, Z QPS
FMMP TF QVFEFO FOTFBS EF VOB
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B. Competencia Social
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t $PODJFODJBEFMPTTFOUJNJFOUPT
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Habilidades de ayuda:DBQBDJEBEQBSBTBUJTGBDFSMBTOFDFTJEBEFTEFPUSBTQFSTPOBT
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$PODJFODJBFNPDJPOBM 'JHVSB
Sabas que?
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QBSUF FNPDJPOBM NJFOUSBT RVF
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Competencia
personal
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Competencia
social
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'JHVSB
Ten cuidado
-BT rabietas TF USBUBO FO MB
6OJEBE EF %FTBSSPMMP BGFDUJWP
FO FM BQBSUBEP EF EJGJDVMUBEFT Z
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Vocabulario
Curriculum oculto. $POKVOUP EF
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t Desde los contenidos. 4F VUJMJ[BSO BRVFMMPT RVF EFTEF MB WJWFODJB Z MB FYQFSJFODJB
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FMVTPEFMBUPMFSBODJBZTFOUJEPDSUJDPZMBFYQSFTJOEFMBQSPQJBJEFOUJEBEZWBMPSBDJOEFMPTEFNT
t Desde el espacio.-BEJTUSJCVDJOEFMPTFTQBDJPTEFCFDVCSJSMBTOFDFTJEBEFTEFUJQPJOEJWJEVBMZTPDJBM&MOJPEJTQPOESEFVOFTQBDJPJOEJWJEVBMJ[BEPQBSBHVBSEBSTVTDPTBT
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t Desde los materiales.&OUSFFMBCVOEBOUFNBUFSJBMRVFTFVUJMJ[BFOMBFEVDBDJOJOGBOUJM
VOBQBSUFTFSWJSQBSBFOSJRVFDFSMBFYQSFTJO
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t Desde el tiempo.-PNTSFMFWBOUFFTFMSFTQFUPBMPTSJUNPTEFMPTOJPT
UBOUPCJPMHJDPTDPNPMPTRVFQSFDJTBOQBSBSFMBDJPOBSTFZFTUBCMFDFSDPNVOJDBDJO
4J FGFDUJWBNFOUF FM NCJUP TPDJPBGFDUJWP TF JOUFHSB FO FM DVSSDVMP
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Z OP TPMP DPO DBSDUFS
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Actividades
3. 3FBMJ[BEVOEFCBUFFODMBTFEJWJEJFOEPFMHSVQPFOEPT
NJUBEFT6OBNJUBEEFCFSEFGFOEFSRVFMBTFNPDJPOFTOP
TFQVFEFOFOTFBSMBPUSB
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TQVFEFOFOTFBSTF
4. +BWJFS
VOOJPEFUSFTBPT
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FNPDJPOBM
5. &OMBBTBNCMFBDFMFCSBEBEFTQVTEFMBGJFTUBEF/BWJEBE
FMFEVDBEPSQSFHVOUBBMPTQFRVFPTDNPFTUO
TJDPOUFOUPTPUSJTUFT0USPEB
USBTMBMFDUVSBEFVODVFOUP
MFTGPSNVMBQSFHVOUBTTPCSFFMFTUBEPEFOJNPEFMQFSTPOBKFQSJODJQBMUSBTMBSFTQVFTUB
MFTIBDFMBTJHVJFOUF
QSFHVOUB{QPSRV
{2VBTQFDUPEFMBJOUFMJHFODJBFNPDJPOBMFTUUSBCBKBOEP
MBFEVDBEPSB
13
Ten en cuenta
5PEP MP SFMBUJWP BM DPNQPSUBNJFOUP BHSFTJWP TF WFS FO MBT
6OJEBEFTZTPCSFFMEFTBSSPMMP
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-P SFMBDJPOBEP DPO MBT GBNJMJBT
JOUFHSBEBT TF WFS FO MB 6OJEBE
EF%FTBSSPMMPTPDJBM
BMUSBUBSFM
UFNB EF MB FYDMVTJO TPDJBM Z TV
SFMBDJODPOFMEFTBSSPMMPTPDJBM
Importante
&MDPODFQUPEFpobrezaOPTIBCMB
EF QSJWBDJO
QFSP FO USNJOPT
FDPONJDPT 6OB QFSTPOB FT
QPCSFDVBOEPOPUJFOFTVGJDJFOUFT
JOHSFTPTQBSBTBUJTGBDFSTVTOFDFTJEBEFT CTJDBT
P CJFO DVBOEP
TVTJOHSFTPTFTUOQPSEFCBKPEFM
VNCSBM NOJNP EF JOHSFTPT EF MB
TPDJFEBEFORVFWJWF
" EJGFSFODJB EFM DPODFQUP EF
QPCSF[B
FM EF exclusin social
FT NT EJONJDP
Z OPT IBCMB EF
QSJWBDJO P EFTWFOUBKB QFSP FO
SFMBDJO DPO EJWFSTBT EJNFOTJPOFTMBCPSBM
FEVDBUJWB
GBNJMJBSZ
EFJOHSFTPT
14
-PTBTQFDUPTTPDJPBGFDUJWPTFTUOJNQMJDBEPTFOMBBERVJTJDJOEFMPTQSJODJQBMFTBQSFOEJ[BKFTRVFSFBMJ[BFMOJP4FTBCFRVFDVBMRVJFSQSPDFTPEFBQSFOEJ[BKFTVQPOFMBinterrelacin
de tres factores:
t Intelectuales:EFUFSNJOBOMBQFSDFQDJOZMBDPNQSFOTJOEFBTQFDUPTZFMFNFOUPTEF
BQSFOEJ[BKF
t Emocionales:EFUFSNJOBOFMJOUFSTQPSMBUBSFBZMBTNFUBTZPCKFUJWPTBMPHSBS&MOJP
BQSFOEFZIBDFMBTUBSFBTQBSBBHSBEBSBMFEVDBEPS
QBSBOPQFSEFSTVDBSJP&MFEVDBEPS
EFCFSBPGSFDFSDPNQFOTBDJPOFTBGFDUJWBTBFTFFTGVFS[PRVFSFBMJ[BFMOJPQBSBDPOTFHVJSEFUFSNJOBEPTBQSFOEJ[BKFT
t Sociales:EFUFSNJOBOFMNBSDPNPUJWBEPSQBSBFGFDUVBSFMFTGVFS[PFOMBUBSFB-BBDFQUBDJOZBDPHJNJFOUPFOUSFJHVBMFTTVQPOFO
FONVDIPTDBTPT
MBTJUVBDJOTPDJBMNPUJWBEPSBEFMBQSFOEJ[BKF
1PS PUSB QBSUF
FYJTUFO dimensiones de la personalidad JOGMVFODJBEBT EJSFDUBNFOUF QPS
BTQFDUPTTPDJPBGFDUJWPTBVUPDPOGJBO[B
BVUPFTUJNB
TFHVSJEBE
BVUPOPNB
JOJDJBUJWB
"TJNJTNP
FMrendimiento escolarZprofesionalTPOEJNFOTJPOFTFOMBWJEBEFMOJPZEFM
BEVMUPRVFUJFOFOTVSB[FOFMNCJUPTPDJPBGFDUJWP-PTOJPTDPONBMBTFYQFSJFODJBTFOMB
FTDVFMBJOGBOUJMBCPSEBOFMQBTPBMBFTDVFMBQSJNBSJBDPONBZPSFTEJGJDVMUBEFTRVFBRVFMMPT
RVFMBIBOWJWJEPEFVOBNBOFSBNTQPTJUJWBZSFMBKBEB
-BTTJUVBDJPOFTEFFYDMVTJOTPDJBMBGFDUBOEFNBOFSBFTQFDJBMBMPTOJPT
ZVOBJOGBODJB
EFFYDMVTJOFJOBEBQUBDJOTPDJBMQVFEFDPOEVDJSBVOFTUBEPBEVMUPEFFYDMVTJO/VNFSP
TPT FTUVEJPT EFNVFTUSBO RVF FYJTUFO EJGFSFODJBT FOUSF MPT IJKPT EF GBNJMJBT JOUFHSBEBT Z
MPTEFGBNJMJBTFYDMVJEBTRVFBGFDUBOEFNBOFSBFTFODJBMBTVEFTBSSPMMPTPDJBMZBGFDUJWP
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Tabla 1.1. Objetivos de la escuela inclusiva. Fuente: Guijo, Derechos de la infancia (0-6 aos) y
educacin inclusiva en Revista de Educacin, n 347, pp. 55-76, 2008.
Web
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