Aprendizaje socioemocional y florecimiento humano
Resumen
El desarrollo de las competencias sociales y emocionales es un aspecto crucial del florecimiento humano. Se ha demostrado que estas competencias, que incluyen la autoconciencia, la autogestión, la conciencia social, las habilidades interpersonales y la toma de decisiones responsables, se promueven eficazmente mediante programas de aprendizaje social y emocional (SEL). Se ha llevado a cabo un análisis de la literatura reciente sobre los enfoques emergentes del SEL con el fin de proporcionar una visión general de las propuestas educativas actuales, destacando sus puntos fuertes y críticos, y esbozando los retos pendientes, en particular la necesidad de definir más claramente los fundamentos teóricos de los programas y de llevar a cabo una investigación rigurosa sobre su eficacia. A la luz de las consideraciones anteriores, el artículo presenta un innovador programa SEL titulado El Proyecto Nous, que responde a las recomendaciones destacadas en la literatura. Creado para niños de primaria, el Proyecto Nous se basa en una teoría filosófica de la educación socioemocional, que se centra principalmente en el papel de la autocomprensión emocional. En consecuencia, el objetivo principal del Proyecto Nous es fomentar el conocimiento, en el alumnado, de su propia dimensión emocional y de su capacidad para comprender sus propias emociones. Esto se consigue implicándoles en la elaboración de un diario reflexivo, en el que escriben sus emociones y las analizan a partir de una metáfora. La eficacia de esta actividad se debatirá a partir de la presentación de los resultados del análisis cualitativo de los diarios recogidos durante la experiencia piloto de dicho programa.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Aristóteles (2005). Ética a Nicómaco (J. L. Calvo Martínez, Trans.). Alianza editorial.
Aristóteles (2007). El arte de la retórica (E. Ignacio Granero, Trans.). Eudeba.
Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Ed.), Handbook of personality (2nd ed., pp. 154-196). Guilford Publications.
Beltman, S., & Mansfield, C. F. (2018). Resilience in education: An introduction. En M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.) Resilience in education: Concepts, contexts and connections (pp. 3-9). Springer.
Collaborative for Academic, Social, and Emotional Learning. (2020). Fundamentals of SEL. CASEL. https://casel.org/fundamentals-of-sel/
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2021). SEL: What are the core competence areas and where are they promoted?. https://casel.org/sel-framework/
de Feijoo, A. M. L. C., & Goto, T. A. (2016). Can Husserl’s Phenomenological Method Be Used in Psychological Research?/E Possivel a Fenomenologia de Husserl como Metodo de Pesquisa em Psicologia?. Psicologia: Teoria e Pesquisa, 32(4).
De Monticelli, R. (2008). L’ordine del cuore. Garzanti.
Denham, S. A. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. Frameworks Briefs, 1(2), 127-152 https://casel.org/casel-resources-keeping-sel-developmental/
Dias Rodrigues, A., Cruz-Ferreira, A., Marmeleira, J., & Veiga, G. (2022). Effects of body-oriented interventions on preschoolers’ social-emotional competence: A systematic review. Frontiers in Psychology, 12, 752930. https://doi.org/10.3389/fpsyg.2021.752930
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765–782. https://doi.org/10.1037/bul0000383
Ellis, A. (1993). Reflections on rational-emotive therapy. Journal of Consulting and Clinical Psychology, 61(2), 199–201. https://psycnet.apa.org/doi/10.1037/0022-006X.61.2.199
Epicteto. (1993). Enquiridión o Manual (R. Alonso García, Trans.). Civitas.
Feuerborn, L. L., & Gueldner, B. (2019). Mindfulness and social-emotional competencies: Proposing connections through a review of the research. Mindfulness, 10, 1707-1720. https://doi.org/10.1007/s12671-019-01101-1
Frias-Armentia, M., Rodríguez-Macías, J. C., Corral-Verdugo, V., Caso-Niebla, J., & García-Arizmendi, V. (2018). Restorative justice: A model of school violence prevention. Science Journal of Education, 6(1), 39-45. https://doi.org/10.11648/j.sjedu.20180601.15
Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46(2), 213-233. https://doi.org/10.1016/j.jsp.2007.03.005
Giorgi, A. (1985). Phenomenological and Psychological Research. Duquesne University Press.
Goleman, D. (1995). Emotional intelligence. Why it can matter more than IQ. Bantam Books.
Gueldner, B. A., & Feuerborn, L. L. (2016). Integrating mindfulness-based practices into social and emotional learning: A case application. Mindfulness, 7(1), 164-175. https://doi.org/10.1007/s12671-015-0423-6
Harré, R., & Gillett, G. (1994). The discursive mind. Sage Publications.
Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., Matjasko, J. L., ... & Reid, G. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135(2), e496-e509. https://doi.org/10.1542/peds.2014-1864
Husserl, E. (2012). Ideas (W. R. Boyce Gibson, Trans.). Routledge.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Jones, S., Bailey, R., Brush, K., & Nelson, B. (2019). Introduction to the taxonomy project: Tools for selecting and aligning SEL frameworks. Establishing Practical Social-Emotional Competence Assessments Work Group. https://measuringsel.casel.org/wp-content/uploads/2019/02/Frameworks-C.1.pdf
Jones S. M., & Doolittle E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3-11. https://www.jstor.org/stable/44219018
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The future of children, 27(1), 49-72. http://www.jstor.org/stable/44219021
Kristjánsson, K. (2015). Aristotelian character education. Routledge.
Kumar P, A., & Mohideen, F. (2021). Strengths-based positive schooling interventions: A scoping review. Contemporary School Psychology, 25(1), 86-98. https://doi.org/10.1007/s40688-019-00260-1
LaBelle, B. (2023). Positive outcomes of a social-emotional learning program to promote student resiliency and address mental health. Contemporary School Psychology, 27(1), 1-7. https://doi.org/10.1007/s40688-019-00263-y
Lima, T. R., & de Castro Crusoé, N. M. (2021). Teachers’meaning about pedagogical practice in the first year of elementary school: A phenomenological approach. Cenas Educacionais, 4, e10863-e10863.
Liu, B. (2015). Sentiment analysis: Mining opinions, sentiments, and emotions. Cambridge University Pres.
Mas-Expósito, L., Krieger, V., Amador-Campos, J. A., Casañas, R., Albertí, M., & Lalucat-Jo, L. (2022). Implementation of whole school restorative approaches to promote positive youth development: Review of relevant literature and practice guidelines. Education Sciences, 12(3), 187. https://doi.org/10.3390/educsci12030187
McCluskey, G. (2008). Exclusion from school: What can “included” pupils tell us?. British Educational Research Journal, 34(4), 447-466. https://doi.org/10.1080/01411920701609331
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518
Mortari, L. (2017). Il metodo fenomenologico. In L. Mortari e L. Zannini, La ricerca qualitativa in ambito sanitario. Roma: Carocci.
Mortari, L. (2019). La sabiduria del corazon. Pensar las emociones, sentir los pensamientos. Barcelona: Octaedro.
Mortari, L. (2022). Cuidarse. Madrid: Encuentro.
Mortari, L., & Ubbiali, M. (2021). Educare a scuola. Teorie e pratiche per la scuola primaria. Pearson Italia.
Mortari, L., Valbusa, F., Ubbiali, M., & Bombieri, R. (2023). The empirical phenomenological method: Theoretical foundation and research applications. Social Sciences, 12(7), 413. https://doi.org/10.3390/socsci12070413
Mortari, L., Valbusa, F., & Bombieri, R. (2024). “The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children. Social and Emotional Learning: Research, Practice, and Policy, 4, 100060. https://doi.org/10.1016/j.sel.2024.100060
Moustakas, C. (1994). Phenomenological Research Methods. Sage Publications.
Nussbaum, M. (1994). The therapy of desire. Theory and practice in Hellenistic ethics. Princeton University Press.
Nussbaum, M. C. (2001). Upheavals of thought. The intelligence of emotions. Cambridge University Press.
Oatley, K. (1992). Best Laid Schemes. The Psychology of Emotions. Cambridge University Press.
OECD (2024). Social and Emotional Skills for Better Lives: Findings from the OECD Survey on Social and Emotional Skills 2023, OECD Publishing, Paris, https://doi.org/10.1787/35ca7b7c-en
Pfänder, A. (1913). Zur psychologie der fesinnungen (Erster Artikel), Jahrbuch für Philosophie und phänomenologische Forschung, Erster Band, Verlag von Max Niemeyer, 325-361.
Scheler, M. (1973). Ordo Amoris (D. R. Lachterman, Trans.). En Selected philosophical essays (pp. 98-135). Northwestern University Press, pp. 98-135.
Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 695–729. https://doi.org/10.1177/0539018405058216
Schnyder, S. S., Wico, D. M., & Huber, T. (2021). Theater arts as a beneficial and educational venue in identifying and providing therapeutic coping skills for early childhood adversities: A systematic review of the literature. International Electronic Journal of Elementary Education, 13(4), 457-467. https://doi.org/10.26822/iejee.2021.204
Schwartz, H. N., Skoog-Hoffman, A., Polman, J., Kelly, O., Bañales, J., & Jagers, R. (2023). Integrated Learning, Integrated Lives: Highlighting Opportunities for Transformative SEL within Academic Instruction. Social and Emotional Learning Innovations Series. Collaborative for Academic, Social, and Emotional Learning. https://files.eric.ed.gov/fulltext/ED641320.pdf
Slovák, P., & Fitzpatrick, G. (2015). Teaching and developing social and emotional skills with technology. ACM Transactions on Computer-Human Interaction (TOCHI), 22(4), 1-34. https://doi.org/10.1145/2744195
Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L., & Feldman, D. B. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18(2), 122. https://psycnet.apa.org/doi/10.1521/scpq.18.2.122.21854
Snyder, F. J., & Flay, B. R. (2012). Positive youth development. En A. Higgins-D’Alessandro, M. Corrigan, & P. Brown (Eds.) The handbook of prosocial education (Vol. 1) (pp. 415-443). Rowman and Littlefield Publishing Group.
Stein, E. (1970). Beiträge zur philosophischen Begründung der Psychologie und der Geisteswissenschaften. En Beiträge zur philosophischen Begründung der Psychologie und der Geisteswissenschaften – Eine Untersuchung über den Staat (pp. 1-283). Max Niemeyer Verlag.
Stein, E. (2002). Finite and eternal being. An attempt at an ascent to the meaning of being (K. F. Reinhardt, Trans.). ICS Publications.
Taylor, R.D., Oberle, E., Durlak, J.A. and Weissberg, R.P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Dev, 88: 1156-1171. https://doi.org/10.1111/cdev.12864
UNICEF (2024). Policy brief 2: Child and adolescent mental health. The State of Children in the European Union 2024. Unicef. https://www.unicef.org/eu/media/2806/file/Child%20and%20adolescent%20mental%20health%20policy%20brief.pdf.pdf
Valbusa, F., & Mortari, L. (2017). L’orto delle emozioni. Teoria e ricerca sull’educazione alla vita affettiva. FrancoAngeli.
Van Manen, M. (1990). Researching Lived Experiences. Human Sciences for an Action Sensitive Pedagogy. State University of New York Press.
Zambrano, M. (1949). Para una historia de la pietad. Lyceum.
Aristóteles (2007). El arte de la retórica (E. Ignacio Granero, Trans.). Eudeba.
Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Ed.), Handbook of personality (2nd ed., pp. 154-196). Guilford Publications.
Beltman, S., & Mansfield, C. F. (2018). Resilience in education: An introduction. En M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.) Resilience in education: Concepts, contexts and connections (pp. 3-9). Springer.
Collaborative for Academic, Social, and Emotional Learning. (2020). Fundamentals of SEL. CASEL. https://casel.org/fundamentals-of-sel/
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2021). SEL: What are the core competence areas and where are they promoted?. https://casel.org/sel-framework/
de Feijoo, A. M. L. C., & Goto, T. A. (2016). Can Husserl’s Phenomenological Method Be Used in Psychological Research?/E Possivel a Fenomenologia de Husserl como Metodo de Pesquisa em Psicologia?. Psicologia: Teoria e Pesquisa, 32(4).
De Monticelli, R. (2008). L’ordine del cuore. Garzanti.
Denham, S. A. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. Frameworks Briefs, 1(2), 127-152 https://casel.org/casel-resources-keeping-sel-developmental/
Dias Rodrigues, A., Cruz-Ferreira, A., Marmeleira, J., & Veiga, G. (2022). Effects of body-oriented interventions on preschoolers’ social-emotional competence: A systematic review. Frontiers in Psychology, 12, 752930. https://doi.org/10.3389/fpsyg.2021.752930
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765–782. https://doi.org/10.1037/bul0000383
Ellis, A. (1993). Reflections on rational-emotive therapy. Journal of Consulting and Clinical Psychology, 61(2), 199–201. https://psycnet.apa.org/doi/10.1037/0022-006X.61.2.199
Epicteto. (1993). Enquiridión o Manual (R. Alonso García, Trans.). Civitas.
Feuerborn, L. L., & Gueldner, B. (2019). Mindfulness and social-emotional competencies: Proposing connections through a review of the research. Mindfulness, 10, 1707-1720. https://doi.org/10.1007/s12671-019-01101-1
Frias-Armentia, M., Rodríguez-Macías, J. C., Corral-Verdugo, V., Caso-Niebla, J., & García-Arizmendi, V. (2018). Restorative justice: A model of school violence prevention. Science Journal of Education, 6(1), 39-45. https://doi.org/10.11648/j.sjedu.20180601.15
Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46(2), 213-233. https://doi.org/10.1016/j.jsp.2007.03.005
Giorgi, A. (1985). Phenomenological and Psychological Research. Duquesne University Press.
Goleman, D. (1995). Emotional intelligence. Why it can matter more than IQ. Bantam Books.
Gueldner, B. A., & Feuerborn, L. L. (2016). Integrating mindfulness-based practices into social and emotional learning: A case application. Mindfulness, 7(1), 164-175. https://doi.org/10.1007/s12671-015-0423-6
Harré, R., & Gillett, G. (1994). The discursive mind. Sage Publications.
Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., Matjasko, J. L., ... & Reid, G. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135(2), e496-e509. https://doi.org/10.1542/peds.2014-1864
Husserl, E. (2012). Ideas (W. R. Boyce Gibson, Trans.). Routledge.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Jones, S., Bailey, R., Brush, K., & Nelson, B. (2019). Introduction to the taxonomy project: Tools for selecting and aligning SEL frameworks. Establishing Practical Social-Emotional Competence Assessments Work Group. https://measuringsel.casel.org/wp-content/uploads/2019/02/Frameworks-C.1.pdf
Jones S. M., & Doolittle E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3-11. https://www.jstor.org/stable/44219018
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The future of children, 27(1), 49-72. http://www.jstor.org/stable/44219021
Kristjánsson, K. (2015). Aristotelian character education. Routledge.
Kumar P, A., & Mohideen, F. (2021). Strengths-based positive schooling interventions: A scoping review. Contemporary School Psychology, 25(1), 86-98. https://doi.org/10.1007/s40688-019-00260-1
LaBelle, B. (2023). Positive outcomes of a social-emotional learning program to promote student resiliency and address mental health. Contemporary School Psychology, 27(1), 1-7. https://doi.org/10.1007/s40688-019-00263-y
Lima, T. R., & de Castro Crusoé, N. M. (2021). Teachers’meaning about pedagogical practice in the first year of elementary school: A phenomenological approach. Cenas Educacionais, 4, e10863-e10863.
Liu, B. (2015). Sentiment analysis: Mining opinions, sentiments, and emotions. Cambridge University Pres.
Mas-Expósito, L., Krieger, V., Amador-Campos, J. A., Casañas, R., Albertí, M., & Lalucat-Jo, L. (2022). Implementation of whole school restorative approaches to promote positive youth development: Review of relevant literature and practice guidelines. Education Sciences, 12(3), 187. https://doi.org/10.3390/educsci12030187
McCluskey, G. (2008). Exclusion from school: What can “included” pupils tell us?. British Educational Research Journal, 34(4), 447-466. https://doi.org/10.1080/01411920701609331
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518
Mortari, L. (2017). Il metodo fenomenologico. In L. Mortari e L. Zannini, La ricerca qualitativa in ambito sanitario. Roma: Carocci.
Mortari, L. (2019). La sabiduria del corazon. Pensar las emociones, sentir los pensamientos. Barcelona: Octaedro.
Mortari, L. (2022). Cuidarse. Madrid: Encuentro.
Mortari, L., & Ubbiali, M. (2021). Educare a scuola. Teorie e pratiche per la scuola primaria. Pearson Italia.
Mortari, L., Valbusa, F., Ubbiali, M., & Bombieri, R. (2023). The empirical phenomenological method: Theoretical foundation and research applications. Social Sciences, 12(7), 413. https://doi.org/10.3390/socsci12070413
Mortari, L., Valbusa, F., & Bombieri, R. (2024). “The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children. Social and Emotional Learning: Research, Practice, and Policy, 4, 100060. https://doi.org/10.1016/j.sel.2024.100060
Moustakas, C. (1994). Phenomenological Research Methods. Sage Publications.
Nussbaum, M. (1994). The therapy of desire. Theory and practice in Hellenistic ethics. Princeton University Press.
Nussbaum, M. C. (2001). Upheavals of thought. The intelligence of emotions. Cambridge University Press.
Oatley, K. (1992). Best Laid Schemes. The Psychology of Emotions. Cambridge University Press.
OECD (2024). Social and Emotional Skills for Better Lives: Findings from the OECD Survey on Social and Emotional Skills 2023, OECD Publishing, Paris, https://doi.org/10.1787/35ca7b7c-en
Pfänder, A. (1913). Zur psychologie der fesinnungen (Erster Artikel), Jahrbuch für Philosophie und phänomenologische Forschung, Erster Band, Verlag von Max Niemeyer, 325-361.
Scheler, M. (1973). Ordo Amoris (D. R. Lachterman, Trans.). En Selected philosophical essays (pp. 98-135). Northwestern University Press, pp. 98-135.
Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 695–729. https://doi.org/10.1177/0539018405058216
Schnyder, S. S., Wico, D. M., & Huber, T. (2021). Theater arts as a beneficial and educational venue in identifying and providing therapeutic coping skills for early childhood adversities: A systematic review of the literature. International Electronic Journal of Elementary Education, 13(4), 457-467. https://doi.org/10.26822/iejee.2021.204
Schwartz, H. N., Skoog-Hoffman, A., Polman, J., Kelly, O., Bañales, J., & Jagers, R. (2023). Integrated Learning, Integrated Lives: Highlighting Opportunities for Transformative SEL within Academic Instruction. Social and Emotional Learning Innovations Series. Collaborative for Academic, Social, and Emotional Learning. https://files.eric.ed.gov/fulltext/ED641320.pdf
Slovák, P., & Fitzpatrick, G. (2015). Teaching and developing social and emotional skills with technology. ACM Transactions on Computer-Human Interaction (TOCHI), 22(4), 1-34. https://doi.org/10.1145/2744195
Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L., & Feldman, D. B. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18(2), 122. https://psycnet.apa.org/doi/10.1521/scpq.18.2.122.21854
Snyder, F. J., & Flay, B. R. (2012). Positive youth development. En A. Higgins-D’Alessandro, M. Corrigan, & P. Brown (Eds.) The handbook of prosocial education (Vol. 1) (pp. 415-443). Rowman and Littlefield Publishing Group.
Stein, E. (1970). Beiträge zur philosophischen Begründung der Psychologie und der Geisteswissenschaften. En Beiträge zur philosophischen Begründung der Psychologie und der Geisteswissenschaften – Eine Untersuchung über den Staat (pp. 1-283). Max Niemeyer Verlag.
Stein, E. (2002). Finite and eternal being. An attempt at an ascent to the meaning of being (K. F. Reinhardt, Trans.). ICS Publications.
Taylor, R.D., Oberle, E., Durlak, J.A. and Weissberg, R.P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Dev, 88: 1156-1171. https://doi.org/10.1111/cdev.12864
UNICEF (2024). Policy brief 2: Child and adolescent mental health. The State of Children in the European Union 2024. Unicef. https://www.unicef.org/eu/media/2806/file/Child%20and%20adolescent%20mental%20health%20policy%20brief.pdf.pdf
Valbusa, F., & Mortari, L. (2017). L’orto delle emozioni. Teoria e ricerca sull’educazione alla vita affettiva. FrancoAngeli.
Van Manen, M. (1990). Researching Lived Experiences. Human Sciences for an Action Sensitive Pedagogy. State University of New York Press.
Zambrano, M. (1949). Para una historia de la pietad. Lyceum.
Mortari, L., Valbusa, F., & Bombieri, R. (2026). Aprendizaje socioemocional y florecimiento humano. Teoría De La Educación. Revista Interuniversitaria, 38(1), 123–145. https://doi.org/10.14201/teri.32149
Descargas
Los datos de descargas todavía no están disponibles.
+
−