• Lucrecia RodrigoConsejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Universidad Nacional del Oeste (UNO)https://orcid.org/0000-0003-2115-2081
• Myriam FeldfeberInstituto de Investigaciones en Ciencias de la Educación (IICE), Universidad de Buenos Aires (UBA)https://orcid.org/0000-0002-5948-6688

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Abstract

International organizations are relevant actors in defining action lines in the field of education globally. Their reports constitute unavoidable references when analyzing recurring themes in Latin American governmental agendas, among which socio-emotional learning holds a prominent place, especially since the pandemic. These are initiatives that promote the development of socio-emotional skills among educational actors as strategies for restructuring systems and overcoming the “learning crisis.” Through a documentary analysis, the article explores the main publications of the World Bank, the Inter-American Development Bank, the Organization for Economic Cooperation and Development, and the United Nations Educational, Scientific, and Cultural Organization that have incorporated this approach into teaching initiatives, teacher training, and quality assessment. It is argued that educational proposals focused on emotional well-being reflect forms of social regulation associated with processes of individualization inherent to neoliberal rationality that articulate emotions with the idea of self-regulation and productivity of individuals.

Author Biographies