Emotional education within a neoliberal policy framework: Theoretical-epistemological reflections based on an exploratory study of speeches by AMBA secondary school educators

Abstract

The objective of this article is to contribute with a theoretical-epistemological reflection on the discursive practices of emotional education within the context of neoliberal educational policies. Using a theoretical-interpretative framework this qualitative exploratory project interviewed with 15 educators who used emotional education practices in the Metropolitan Area of Buenos Aires (Argentina).. This study interrogates the heuristic interest of this model to understand the phenomenon, and, at the same time, to contribute to the analysis to theoretically extend and deepen the analysis, taking into account the tensions and hybridizations of meanings that occur in the practices. The study affirms the heterogeneity of discourses of power and the normative multiplicity that legitimizes and naturalizes the dominant social order.