SciELO - Scientific Electronic Library Online

vol.10 issue2Understanding the best students. A look beyond teachingDrop-outs in Engineering courses. A study of the academic, socio-demographic, vital and work aspects author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links


Cuadernos de Investigación Educativa

Print version ISSN 1510-2432On-line version ISSN 1688-9304


MUJICA JOHNSON, Felipe  and  TORO OYARZUN, Maritza Angélica. Affective formation in the Preschool Education of Chile. Cuad. Investig. Educ. [online]. 2019, vol.10, n.2, pp.57-71.  Epub Dec 01, 2019. ISSN 1510-2432.

The curriculum of preschool education in Chile proposes a comprehensive education for students. Therefore, the curriculum of this educational cycle contains different goals of affective learning, which refer to the emotions, attitudes or interests of students. Among the theoretical background of the subject, a proposal based on the theory of subjective well-being stands out. However, emotional formation also requires being integrated into moral education. For such reason, the objective of this study is to analyze the learning objectives of the affective field in the curriculum of Early Childhood Education of Chile, based on the moral formation of the students. The methodology responds to the qualitative approach, with a documentary study design, so that all the learning objectives of the preschool curriculum were analyzed. Data were subjected to an analysis of deductive-inductive content, with the use of the Atlas.ti program, version 7.5. The results indicate that there are learning objectives of the affective field raised from an open and contextualized perspective, which favor a critical understanding of affectivity. Thus, coherent learning with a situated and flexible emotional education, as well as personal interests, are proposed. From this perspective, both positive and negative affection for subjective well-being are accepted normally. But there are also objectives that respond to a closed and standardized perspective, which only promotes positive affection for subjective well-being, ignoring the role of negative affection for the subjective well-being or the possibility of perceiving other kinds of affection that differ from those proposed by the curriculum. Finally, it is concluded that the curriculum requires preschool students to experience positive emotions for subjective wellbeing before certain curricular contents, ignoring that in essence emotions are not learned, because they are responses to certain learnings from different areas, such as moral formation.

Keywords : emotion; preschool education; well-being; curriculum; moral education.

        · abstract in Spanish | Portuguese     · text in Spanish     · Spanish ( pdf )