Felicidad y educacióndéficits científicos y sesgos ideológicos de la “educación positiva”

  1. Cabanas Díaz, Edgar 1
  2. González-Lamas, Jara 1
  1. 1 Universidad Camilo José Cela
    info

    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

Revue:
Teoría de la educación

ISSN: 1130-3743

Année de publication: 2021

Volumen: 33

Número: 2

Pages: 65-85

Type: Article

DOI: 10.14201/TERI.25433 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Teoría de la educación

Objectifs de Développement Durable

Résumé

El interés generado por la “educación positiva” ha crecido de forma exponencial en las últimas dos décadas. Presentado como un nuevo movimiento científico llamado a sustituir enfoques tradicionales o remediales en materia de intervención educativa, el argumento principal del movimiento es que la felicidad y la enseñanza de habilidades positivas son factores fundamentales para prevenir problemas de salud mental, mejorar el aprendizaje o promover el rendimiento escolar. En paralelo a este crecimiento, las críticas dirigidas a la educación positiva han sido también crecientes y numerosas, destacando no sólo aquellas procedentes de terceros, sino las procedentes desde el propio movimiento.  Todas estas críticas ponen en duda la solidez y la utilidad de la educación positiva. El objetivo de este trabajo es ofrecer una mirada panorámica e integradora de estas críticas con el fin de facilitar una mayor comprensión de los principales problemas y limitaciones del movimiento. Estos problemas se organizan en torno a dos bloques temáticos principales: científicos e ideológicos. Dentro de los déficits científicos, el trabajo destaca la ausencia de un marco teórico general y la falta de evidencia acumulada, las notables limitaciones conceptuales y metodológicas en torno a constructos principales y la moderada eficacia, así como la baja generalizabilidad de sus intervenciones clave.  Dentro del bloque ideológico, se abordan los principales sesgos y asunciones que subyacen el movimiento, tales como el marcado carácter individualista, descontextualizado y universalista del mismo. Para terminar, el artículo concluye con una breve reflexión en torno a la educación positiva y sus implicaciones en el ámbito de la educación. 

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