<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000300085</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación de la inteligencia emocional en edad escolar: Un estudio exploratorio desde la perspectiva docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Education of emotional intelligence at school-age: An exploratory study from the teaching perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação da inteligência emocional no ensino fundamental: Um estudo exploratório a partir da perspectiva docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Tudela]]></surname>
<given-names><![CDATA[Pedro Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marín-Sánchez]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Consejería de Educación de la Región de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>85</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. En la actualidad existe una tendencia educativa hacia una pedagogía afectiva. Por ello, en este trabajo se investiga el conocimiento y la experiencia que docentes de educación primaria (alumnado de entre 6 y 12 años) tienen sobre la inteligencia emocional y su educación.  Metodología. Un total de 100 docentes de España participan en este estudio transaccional exploratorio. Concretamente, la muestra conseguida a través de una técnica no probabilística de tipo casual ha respondido un cuestionario a partir del que se ha realizado un análisis de datos cuantitativos y cualitativos a través de SPSS y Atlas.ti.  Resultados. En relación con los conocimientos teóricos sobre el objeto de estudio, se han elaborado 35 códigos donde se recogen 236 citas textuales; no se haya ninguna correlación positiva entre el trabajo cotidiano de la IE en el aula y las diferentes variables sociodemográficas; los datos también evidencian que existen centros educativos en los que se implementan programas de inteligencia emocional para todos los cursos, en cambio, en otros centros se halla cierta incoherencia interna. Por último, existe una significativa predisposición a formarse en la educación emocional.  Discusión y conclusiones. Una destacable parte de la muestra tiene una adecuada visión teórica del concepto de la inteligencia emocional según los autores de referencia. Sin embargo, a pesar de existir una elevada implicación práctica, en muchas ocasiones se trabaja de una manera informal o no explícita, cuando el reto actual consiste en desarrollar programas longitudinales. Se proponen nuevas líneas de investigación vinculadas a los hallazgos de este estudio, como el desarrollo de un estudio descriptivo y otro experimental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Currently, there is an educational trend towards an affective pedagogy. For this reason, this paper investigates the knowledge and experience that Primary Education teachers (students between 6 and 12 years old) have on emotional intelligence and their education.  Methodology.  One hundred teachers from Spain participate in this exploratory transactional study. Specifically, the sample obtained through a random non-probabilistic technique has answered a questionnaire from which an analysis of quantitative and qualitative data has been carried out through SPSS and Atlas.ti.  Results.  Concerning the theoretical knowledge about the object of study, 35 codes have been elaborated where 236 textual citations are collected; there is no positive correlation between the daily work of EI in the classroom and the different sociodemographic variables. Data also show that there are educational centers in which emotional intelligence programs are implemented for all courses; on the other hand, there is some internal incoherence in other centers. Finally, there is a significant predisposition to be trained in emotional education.  Discussion and Conclusions.  According to the reference authors, a remarkable part of the sample has an adequate theoretical vision of the concept of emotional intelligence. However, despite the existence of high practical involvement, it is often worked in an informal or not explicit way when the current challenge consists of developing explicit programs. New lines of research linked to the findings of this study are proposed, such as the development of a descriptive and an experimental study.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Atualmente existe uma tendência educacional para uma pedagogia afetiva. Por esse motivo, este trabalho investiga o conhecimento e a experiência que o corpo docente de Ensino Fundamental (estudantes entre 6 e 12 anos) têm sobre inteligência emocional e sua formação.  Metodologia . Um total de 100 professores da Espanha participaram deste estudo transacional exploratório. Especificamente, a amostra obtida por meio de técnica aleatória não probabilística do tipo causal respondeu a um questionário a partir do qual foi realizada uma análise de dados quantitativos e qualitativos por meio do SPSS e Atlas.ti.  Resultados.  Em relação ao conhecimento teórico sobre o objeto de estudo, foram elaborados 35 códigos onde são coletadas 236 citações textuais; não há correlação positiva entre o trabalho diário da IE em sala de aula e as diferentes variáveis sociodemográficas; Os dados também mostram que existem centros educacionais nos quais são implantados programas de inteligência emocional para todos os cursos, por outro lado, nos demais centros há alguma incoerência interna. Finalmente, existe uma predisposição significativa para ser treinado em educação emocional.  Discussão e conclusões.  Uma parte notável da amostra possui uma visão teórica adequada do conceito de inteligência emocional segundo os autores de referência. No entanto, apesar da existência de elevado envolvimento prático, em muitas ocasiões é trabalhado de forma informal ou não explícita, quando o desafio atual consiste em desenvolver programas explícitos. São propostas novas linhas de pesquisa vinculadas aos achados deste estudo, como o desenvolvimento de um estudo descritivo e outro experimental.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de habilidades]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[investigación exploratoria]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[skill development]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[exploratory investigation]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento de habilidades]]></kwd>
<kwd lng="pt"><![CDATA[corpo docente]]></kwd>
<kwd lng="pt"><![CDATA[investigação exploratória]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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