<?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>S1409-42582023000300254</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-3.17234</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Emotional education in vulnerable contexts. An emotion- and Art-Based intervention in a primary school]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación emocional en contextos vulnerables. Una intervención basada en las emociones y las artes en una escuela primaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação emocional em contextos vulneráveis. Uma intervenção baseada nas emoções e nas artes numa escola do ensino básico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarria-Martínez]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moya-Martínez]]></surname>
<given-names><![CDATA[María del Valle de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mateo-Gómez]]></surname>
<given-names><![CDATA[Alonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Profesional independiente  ]]></institution>
<addr-line><![CDATA[Albacete ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Castilla La Mancha  ]]></institution>
<addr-line><![CDATA[Albacete ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Castilla La Mancha  ]]></institution>
<addr-line><![CDATA[Albacete ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>254</fpage>
<lpage>270</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000300254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000300254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000300254&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This study aimed to verify the effectiveness of an intervention based on Emotional Intelligence (EI) and the arts.  Method.  A didactic program was conducted to develop EI with 55 Primary Education students, ranging from 8 to 12 years old. The program focused on artistic and musical activities. The participants belonged to a school with high rates of marginality and social exclusion. The data were collected through a pretest, a post-test, and a deferred post-test, with the TMMS24-Questionnaire, to assess EI in three dimensions: attention, clarity, and emotional repair.  Results.  After data collection, the study analyzed the students&#8217; performance in the emotional dimensions; it found significant improvements in most of the dimensions studied.  Conclusions.  The main results show the usefulness of these programs in improving the EI of students in disadvantaged environments.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Este estudio tuvo como objetivo verificar la efectividad de una intervención basada en la inteligencia emocional (IE) y las artes.  Método.  Se llevó a cabo un programa didáctico para el desarrollo de la IE, con 55 estudiantes de educación primaria con edades comprendidas entre 8 y 12 años. Se centró en actividades artísticas y musicales. Los sujetos participantes pertenecían a un colegio con altos índices de marginalidad y exclusión social. Los datos fueron recolectados mediante un pretest, un postest y un postest diferido, con el cuestionario TMMS24, para evaluar la IE en tres dimensiones: atención, claridad y reparación emocional.  Resultados.  Después de la recolección de datos, se analizó el desempeño estudiantil en las dimensiones emocionales y se encontró que se había mejoras significativas en la mayoría de las dimensiones estudiadas.  Conclusiones.  Los principales resultados obtenidos muestran la utilidad que estos programas pueden tener a la hora de mejorar la IE de estudiantes de entornos desfavorecidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Este estudo teve como objetivo verificar a efetividade de uma intervenção baseada na Inteligência Emocional (IE) e nas artes.  Método.  Para alcançar esse objetivo, implementou-se um programa didático visando ao desenvolvimento da IE, envolvendo 55 alunos do Ensino Fundamental, com idades entre 8 e 12 anos. O programa concentrou-se em atividades artísticas e musicais e foi aplicado em uma escola com elevados índices de marginalidade e exclusão social. A coleta de dados foi realizada por meio de pré-teste, pós-teste e pós-teste diferido, utilizando o Questionário TMMS24 para avaliar a IE em três dimensões: atenção, clareza e reparação emocional.  Resultados.  Após a coleta de dados, foi analisado o desempenho dos alunos nas dimensões emocionais e constatou-se que ocorreram melhorias significativas na maioria das dimensões estudadas.  Conclusão.  Os principais resultados obtidos mostram a utilidade que estes programas podem ter na melhoria da IE de estudantes em ambientes desfavorecidos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Emotional education]]></kwd>
<kwd lng="en"><![CDATA[art education]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[education in vulnerable contexts.]]></kwd>
<kwd lng="es"><![CDATA[Educación emocional]]></kwd>
<kwd lng="es"><![CDATA[educación artística]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[educación en contextos vulnerables]]></kwd>
<kwd lng="pt"><![CDATA[Educação emocional]]></kwd>
<kwd lng="pt"><![CDATA[educação artística]]></kwd>
<kwd lng="pt"><![CDATA[ensino básico]]></kwd>
<kwd lng="pt"><![CDATA[educação em contextos vulneráveis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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