Abstract
Studies on emotions in education have increasingly gained importance in recent times, impacting educational practices. In accordance with this, we conducted a literature review of 25 texts by Chilean academics published between 2002 and 2017, addressing the relationship between emotions and education, in order to identify the predominant concepts of emotions in the educational field and a book for its high impact in the academic space and outside it. We can conclude that there is a predominant view of emotions that is sustained by the cognitivist paradigm and models of emotional intelligence and attachment. We mention the limitations of these concepts and propose an approach to a new definition of the emotions for the educational field based on certain guiding axes constructed from Vygotskian theory.
Keywords:
Emotions; Educación; Vygotsky