{"id":116333,"date":"2018-03-11T10:45:24","date_gmt":"2018-03-11T10:45:24","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/creatividad-y-emociones-positivas-en-educacion-primaria\/"},"modified":"2018-03-11T10:45:24","modified_gmt":"2018-03-11T10:45:24","slug":"creatividad-y-emociones-positivas-en-educacion-primaria","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/creatividad-y-emociones-positivas-en-educacion-primaria\/","title":{"rendered":"Creatividad y emociones positivas en educaci\u00f3n primaria"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Alvaro Carpena Mendez <\/strong><\/h2>\n<p>Resumen las ciencias de la educaci\u00f3n no son ajenas a los acontecimientos sociales y disciplinas que nos rodean como tampoco lo son de los investigadores, agentes y destinatarios que la definen. La heterogeneidad y diversidad tanto cultural como humana la ha hecho poseedora de la convergencia de diferentes disciplinas desde las cuales explicar, comprender y predecir  los fen\u00f3menos relacionados con el aprendizaje. sin embargo y de forma parad\u00f3jica, la visi\u00f3n human\u00edstica que caracteriz\u00f3 al siglo xx vino acompa\u00f1ada por un inminente modelo cl\u00ednico, desde el cual,  aspectos como las capacidades personales, satisfacci\u00f3n, optimismo, alegr\u00eda y felicidad quedaron relegados a un segundo plano. ubicados en el siglo xxi, la psicolog\u00eda positiva (seligman, 2002) se muestra como una disciplina reciente cuya praxis y beneficios no conciernen al campo psicol\u00f3gico en particular sino a las ciencias sociales en su totalidad. Sin embargo, su emergencia y constituci\u00f3n goza de tantos seguidores fervientes como de esc\u00e9pticos apasionados.  llegado a este punto cabe reflexionar en torno a la siguiente cuesti\u00f3n: \u00c2\u00bfson compatibles los principios de la psicolog\u00eda positiva con la pr\u00e1ctica educativa? De ser as\u00ed \u00c2\u00bftendr\u00edan cabida en nuestra organizaci\u00f3n y desarrollo curricular? Incluso, si profundizamos en los componentes de la misma \u00c2\u00bfla activaci\u00f3n y disposici\u00f3n de fortalezas y virtudes difiere  de las competencias educativas? somos conscientes de que ciertas pr\u00e1cticas docentes y entornos escolares favorecen la  indefensi\u00f3n aprendida, como tambi\u00e9n, que todos deseamos alcanzar la felicidad y sin embargo, sea en la infancia o edad escolar, nadie parece prepararnos para ello.   en virtud de todo lo anterior hemos considerado la inclusi\u00f3n de un primer cap\u00edtulo desde el cual profundizar en torno al concepto, g\u00e9nesis y potencial de la psicolog\u00eda positiva, a su vez, aspecto que contribuye a una delimitaci\u00f3n y contextualizaci\u00f3n de la disciplina. identificados los nexos de uni\u00f3n con respecto al campo educativo y atendiendo las cr\u00edticas m\u00e1s extendidas y popularizadas, en el segundo cap\u00edtulo estudiaremos la estructura afectiva del alumnado en edad escolar. Por su parte responderemos a la cuesti\u00f3n \u00c2\u00bfes posible la evaluaci\u00f3n del bienestar subjetivo en educaci\u00f3n primaria? Para ello analizaremos la adecuaci\u00f3n y ajuste del cuestionario panasn. el estudio y an\u00e1lisis de las correlaciones existentes entre afectos y emociones acaparar\u00e1 los cap\u00edtulos tres y cuatro, un exhaustivo y pormenorizado trabajo desde el cual atendemos a cuestiones tales como \u00c2\u00bfqu\u00e9 percepciones de bienestar subjetivo y alegr\u00eda presentan los alumnos en edad escolar? \u00c2\u00bfla discapacidad intelectual favorece la percepci\u00f3n y emergencia de afectos negativos? \u00c2\u00bfexiste correlaci\u00f3n entre bienestar y alegr\u00eda? De ser as\u00ed \u00c2\u00bfqu\u00e9 papel ocupa el sentido de humor en el aula? el estudio de la creatividad como fortaleza conforma el eje vertebrador del cap\u00edtulo cinco. Para ello y escapando de los planteamientos m\u00e1s cl\u00e1sicos hemos atendido a una perspectiva m\u00e1s vital, ante lo cual, se procede a analizar las relaciones existentes entre creatividad, alegr\u00eda y mal humor.  finalmente, el cap\u00edtulo seis se presenta frente la necesidad de estudiar y concretar los principios que han de caracterizar el dise\u00f1o de actividades destinadas a trabajar fortalezas y virtudes en el aula. Para ello, se recurre a la implementaci\u00f3n piloto de una serie de actividades.  \tfruto de las experiencias y reflexiones anteriores se concluye con un dec\u00e1logo desde el cual destacamos las diez ideas fundamentales que se desprenden de este trabajo.    education sciences are not unconnected with social events and the other disciplines that surround us. Similarly, it neither is indifferent to researches, agents and recipients, who define to education. Heterogeneity and cultural- humanity diversity that characterized to education has enabled to consider it as the medium of convergence other disciplines. Thereby, the joint of disciplines that makes up to education as a discipline has enabled to explain, understand and predict to phenomena relating to learning.  however and paradoxically, 21st century has the leading role has been given to humanistic vision. This vision has been dominated by imminent clinical model whereby aspect such as personal capacity, satisfaction, optimism, cheerful and happiness were in the background.  if we situate in the 21st century, we can affirm as positive psychology (seligman, 2002) is recent discipline, whose practice and beneficiates, devolved psychology ambit, particularly and also the rest of discipline of social sciences. However, its emergence and establishment enjoys many fervent supporters as passionate sceptics.  at this point, i think it is necessary reflect on the next question:  are the basics of positive psychology compatible to educational practice? And if does so, would be possible introduce these basics in our organization and in the current syllabus? Even, if we deepen in their components, we must be wondering: is there any the different between the procurement and activation strengths- virtues and educational skills? Is it same? Or is it totally differently? we are aware, how some teaching practice or same schools environment improve the learned helplessness. Moreover, some teachers try to increase the happiness along childhood, but lastly, these are the minority of teachers. by reason of before, we have made an essay, which represent first chapter. It allows deepen respect to concept, genesis and potential of positive psychology. In turn, this aspect helps to delimited and to contextualize for such discipline. once we have identified the coincidence between positive psychology and the area educational and we are consciously about theirs popular critics, we have elaborated the second chapter. In this chapter, we study the affectionate structure in the students. Accordingly, we will respond to the following question: is the evaluation of subjective well-being possible in primary education? For that purpose, we will analyze the adequacy and the adjusting the questionnaire, called panasn. the study and analysis of the correlations between affects and emotions encompass the chapters three and four, where we offer an exhaustive and detailed work and we will wonder:  what perceptions of subjective well-being and happiness have students? Does intellectual disability and emergency improves the perception of negative emotions? Is there any correlation between well-being and happiness? And if does so, what role does the sense of humor in the classroom? the study of creativity as strength forms the backbone of chapter five. To make it, we have avoided the classic purpose, because we have adopted a vital perspective. So, we have analysed the relation between creative, cheerful and bad mood.  finally, the sixth chapter we present a study and the basics than must be characterized the designer of activities intended to work the strengths and virtues in the classroom. That is why; we have implemented an experimental experience with different activities.  \tas a result of this experience and the above considerations, we finish with a decalogue, and after that we emphasize ten fundamental ideas which follow on from this work.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Creatividad y emociones positivas en educaci\u00f3n primaria<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Creatividad y emociones positivas en educaci\u00f3n primaria <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Alvaro Carpena Mendez <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 19\/09\/2014<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Eugenia Pi\u00f1ero Ruiz<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: fuensanta Hern\u00e1ndez pina <\/li>\n<li>Jes\u00fas Gonz\u00e1lez requena (vocal)<\/li>\n<li>M\u00aa in\u00e9s Monjas casares (vocal)<\/li>\n<li>Jos\u00e9 Juan L\u00f3pez esp\u00edn (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Alvaro Carpena Mendez Resumen las ciencias de la educaci\u00f3n no son ajenas a los acontecimientos sociales y 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