SCHOOL ENVIRONMENT AND EMOTIONS IN A CRITICAL REFLECTION ON THE INTEGRAL DEVELOPMENT OF THE STUDENT

Abstract

This article presents a critique of emotionality as an influence on the overall climate of students' holistic development through teaching experiences, viewing it as a means of fostering autonomy, resilience, and decision-making. From a reflective theoretical perspective and drawing on theories of emotional education and positive psychology, the article reflects on contemporary educational issues such as emotional contingency, vulnerability to external contingencies, and a latent tendency toward helplessness. Furthermore, the text's methodological approach is mediated by a literature review aimed at critically analyzing the literature and interpreting concepts and ideas related to school climate, emotional intelligence, and resilience. The results reveal complex school environments focused on control, where evaluation is established as a means of punishment, thus restricting emotional development and preventing students from perceiving themselves as capable of taking control of their lives. Likewise, it is concluded that there must be a transformation of school environments through skills in the use of emotional education, pedagogical training in socio-emotional areas, and student participation, with education acting as an agent that stimulates their overall development. Finally, the school plays a key role in educating individuals for emotional competencies, enabling them to be autonomous and resilient.