LA EDUCACIÓN EMOCIONAL PARA FOMENTAR LA IGUALDAD DE GÉNERO EN LOS CENTROS EDUCATIVOS
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2021-02-02
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[ES]Este Trabajo Fin Máster recoge una propuesta para mejorar la igualdad de género a través del desarrollo de las habilidades emocionales y sociales en el ámbito de la educación, dada su importancia en el desarrollo del ser humano, y en concreto del alumnado, en su formación cómo persona. Está destinada al alumnado de educación infantil y a susfamiliares.
El tema central es la educación emocional y sus componentes: conciencia emocional, regulación emocional, autonomía emocional, competencia social y competencias para la vida y el bienestar. Así, en primer lugar, se va a realizar una revisión bibliográfica de estos conceptos con el objetivo de justificar el diseño de un programa de intervención, mediante unas sesiones sobre el aprendizaje de habilidades socioemocionales, con fines coeducativos sobre el alumnado.
[EN]This Master's Thesis includes a proposal to improve gender equality through the development of emotional and social skills in the field of education given its importance in the development of the human being, and specifically of the students in their training as a person. It is intended for early childhood education students and their families. The central theme is emotional education and its components: emotional awareness, emotional regulation, emotional autotomy, social competence and competencies for life and well-being. Thus, in the first place, a bibliographic review of these concepts will be carried out in order to justify the design of an intervention program, through sessions on the learning of socio-emotional skills for co educational purposes on the students.
[EN]This Master's Thesis includes a proposal to improve gender equality through the development of emotional and social skills in the field of education given its importance in the development of the human being, and specifically of the students in their training as a person. It is intended for early childhood education students and their families. The central theme is emotional education and its components: emotional awareness, emotional regulation, emotional autotomy, social competence and competencies for life and well-being. Thus, in the first place, a bibliographic review of these concepts will be carried out in order to justify the design of an intervention program, through sessions on the learning of socio-emotional skills for co educational purposes on the students.