Social studies of emotions and education in Latin America and Spain

Abstract

This chapter offers a critical account of the contributions made in Latin America and Spain by social studies to the analysis of emotions in the educational realm. A systematization and a critical reading of the state of the art in this study area is presented. It includes social science publications resulting from empirical inquiry into the role emotions play in educational processes and school settings. Despite the high relevance of the school as an institution, systematic research, and solid contributions from the social sciences to the analysis of their impact on educational processes are still weak. It is not yet possible to see a consolidated field. Instead, it is a series of antecedents that, if they continue to be strengthened, will be able to provide valuable insights for thinking about many of the problems that mark the school as an institution.