Theoretical and methodological bases of emotional education in the educational guidance process

Abstract

The main objective of the article is to identify the theoretical and methodological aspects for the realization of emotional education from educational guidance. To carry out the research, a qualitative approach and systematization as a methodological resource were assumed. As a result, the relationships that take place between both processes in practice are identified and educational guidance is confirmed as a type of activity typical of emotional education, which contributes to the change in the way emotions are valued as a component of the way of acting. It is determined that the design and development of emotional education developed by teachers and families must be structured according to the steps and resources demanded by educational guidance. It is concluded that a greater comprehensiveness in the influences on the educational process is based on positions that adopt a dual approach; from the consideration that for a better projection of emotional education, educational guidance must be a condition of the activity; but, at the same time, educational guidance, when managing any content, must turn emotional education into an explicit purpose that values the role of emotions in the educational process