Editorial Unimagdalena

Description in English: Our conviction is that the education required for a society dedicated to change and the challenge of humanization surpasses the reductionist pretensions of the prevailing cognitivist paradigm, moving towards a more comprehensive and complex education in which the incorporation of emotional education is necessary as a pressing requirement for new generations. To break this dominant paradigm, it is necessary to redefine the functioning of teacher training organizations, promoting the training of new teachers whose strategic role places them as models, literacy instructors, and emotional references.In this context, as a result of a comprehensive examination of teacher training reality in the country, this book opens a space for reflection on teacher training in Normal Schools, based on theoretical foundations, social findings, and discursive configurations of a doctoral thesis focused on critically examining the Complementary Training Programs of the Higher Normal Schools of Colombia. This research was guided by a comprehensive interest and regulated by a hermeneutical procedure, planned under the logic of a multiple case study in 75 Normal Schools, complemented by the approach of a particular comprehensive unit, assumed as an instrumental case. This research allowed us to understand deep features of the process of development of emotional competencies in teacher training organizations as communities of practice gravitating around educational purposes of a pedagogical nature.In this book, readers will first encounter a problematic vision of educational organizations in our times from the perspective of the development of emotional competencies. Secondly, there is an exploration of the Normal Schools as teacher training organizations. Then, a review of various conceptions and approaches to emotions and emotional education, and the support of a series of referential coordinates of an emerging conception of emotional education.Finally, the text is committed to the utopia of emotional teacher training as an imperative of our days and argues the implications that arise from assuming educational organizations as scenarios for the development of emotional competencies.