Emotional Pedagogy in Blind Students at School and Museum from the Systematic Review

Autor/inn/en	Llamazares de Prado, José Enrique; Arias Gago, Ana Rosa
Titel	Emotional Pedagogy in Blind Students at School and Museum from the Systematic Review
Quelle	In: Education and Urban Society, 54 (2022) 6, S.750-768 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Llamazares de Prado, José Enrique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211051692
Schlagwörter	Psychological Patterns; Museums; Schools; Blindness; Students; Inclusion; Emotional Intelligence; Academic Achievement; Sensory Experience; Educational Environment + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; School; Schule; Blindheit; Student; Schüler; Schülerin; Studentin; Inklusion; Emotionale Intelligenz; Schulleistung; Sinnerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The incorporation of emotions in educational and cultural spaces is increasingly important in our society. The main objective is to review studies on emotional pedagogy both in school and in the museum and its importance in the education of blind pupils, providing elements for good practice. In the methodology used, a systematic review has been carried out with a selection of 410 articles examined up to 52 articles from 2003 to 2020. The search was conducted using 10 databases: Circ, Miar, Eric, Science Direct, 1Findr, Dialnet, Scopus, Google Scholar, Teacher Reference Center, and Wos. Among the results, we identified the importance of defining emotional training programs for teachers and museum didactic teams. They should be geared toward improving professional practices and cooperation between the museum and the school. In the conclusions obtained, it is fundamental to incorporate emotional literacy in inclusive education from the first stages of development, to promote creativity and emotional management, to exemplify the figure of the neuro-educator and his role in improving didactics both in schools and in the museum, favoring inclusion, promoting kinesthetic and corporal stimulation, both in the school and in the museum, it is a joint work between teachers and museum staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01