One of the key words on the lips of psychologists, psychiatrists, and popularizers is \"well-being.\" This concept, which we all understand as evoking feelings of peace, tranquility, calm, and equanimity, becomes very elusive when it comes to making well-being visible and, above all, practicing it in our daily lives. Well-being is a necessary element for personal development and a catalyst for change toward a fuller and more satisfying life.<\/p>\n\n\n\n
The public administration has also joined this wave of \"well-being\" to apply it to educational centers. But the peace, tranquility, calm, and equanimity that educational centers require for the well-being of the entire community are distorted when \"well-being\" is demanded of teaching staff through programs, projects, or protocols.<\/p>\n\n\n\n
Thus, the reality in educational centers is far removed from this materialization of the concept. Tranquility, serenity, and calm are not usually hallmarks of school life, especially in these times of information overload, technological overload, and bureaucracy, which create situations requiring the swift and efficient attention and action of education professionals. But haste is rarely a good advisor, especially when it comes to something as intangible as learning.<\/p>\n\n\n\n
Time has become a key element in education. Time management in schools forces teachers to always prioritize the urgent, generally linked to administrative or monitoring tasks, compelling them to act reactively. What is important is relegated to \"later,\" which often never comes. This situation does not foster personal or collective well-being, as there is a feeling that what truly matters is not being achieved, and the original purpose of what is essential in education is forgotten.<\/p>\n\n\n\n
Focusing on what is important requires time for individual and collective reflection, for conversations, for sharing perspectives, for building trust, and for creating a shared space within the educational community, especially among education professionals. The satisfaction of feeling that what you do has a positive impact on a student's learning and of supporting their personal growth also generates a sense of peace and equanimity among teachers regarding their work. <\/p>\n\n\n\n
Therefore, the pedagogy of well-being is closely linked to the balance among the multiple relationships in which we human beings are immersed, both with others and with ourselves. This is particularly evident in a complex organization such as any educational institution.<\/p>\n\n\n\n
<\/p>","protected":false},"excerpt":{"rendered":"
Una de las palabras clave que est\u00e1n en boca de psic\u00f3logos, psiquiatras y divulgadores es \u201cbienestar\u201d. Este concepto que entendemos todos como una evocaci\u00f3n hacia sensaciones de sosiego, tranquilidad, calma, ecuanimidad\u2026 se hace muy escurridizo a la hora de visibilizar y sobre todo de practicar el bienestar en nuestro d\u00eda a d\u00eda. El bienestar es un elemento necesario para el desarrollo personal y de palanca de cambio hacia una vida m\u00e1s plena y satisfactoria. La administraci\u00f3n p\u00fablica tambi\u00e9n se ha sumado a esta ola de \u201cbienestar\u201d para aplicarla a los centros educativos. Pero el sosiego, tranquilidad, calma y ecuanimidad que requieren los centros educativos para el bienestar de toda la comunidad se pervierte en el momento que se exige \u201cbienestar\u201d a golpe de programa, proyecto o protocolo a los equipos de profesorado. As\u00ed la realidad en los centros educativos dista mucho de esa materializaci\u00f3n del concepto. La tranquilidad, el sosiego y la calma no suelen ser elementos que acompa\u00f1en las din\u00e0micas escolares especialmente en estos momentos de sobreestimulaci\u00f3n informativa, tecnol\u00f3gica y burocr\u00e1tica que comportan situaciones que requieren de la atenci\u00f3n y actuaci\u00f3n de los profesionales de la educaci\u00f3n con rapidez y eficiencia. Pero las prisas no suelen ser buenas consejeras especialmente en algo tan intangible como el aprendizaje. El tiempo en educaci\u00f3n se ha convertido en un elemento clave. Una gesti\u00f3n del tiempo en los centros educativos obliga a los docentes a priorizar siempre lo urgente, generalmente vinculado a tareas de gesti\u00f3n administrativa o de control, obliga a actuar de forma reactiva. Lo importante queda relegado al \u201cm\u00e1s adelante\u201d que en muchas ocasiones no llega. Esta situaci\u00f3n no favorece el bienestar personal ni colectivo puesto que se tiene la sensaci\u00f3n de que no se alcanza aquello que realmente importa y se olvida el prop\u00f3sito primigenio de lo que es esencial en educaci\u00f3n. Poner el foco en aquello que es importante, requiere de tiempo de reflexi\u00f3n individual y de reflexi\u00f3n conjunta, de conversaciones, de compartir miradas, de tejer confianzas y de generar un espacio compartido por parte de la comunidad educativa y especialmente de los profesionales de la educaci\u00f3n. La satisfacci\u00f3n de sentir que aquello que realizas tiene un impacto positivo en el aprendizaje de un alumno y de acompa\u00f1ar su proceso de crecimiento personal tambi\u00e9n genera una sensaci\u00f3n de tranquilidad y ecuanimidad acerca de lo realizado por parte de los profesionales docentes. As\u00ed pues, la pedagog\u00eda del bienestar tiene mucho que ver con el equilibrio entre las m\u00faltiples relaciones en las que estamos inmersos los seres humanos con otros pero tambi\u00e9n con uno mismo. Y eso se hace especialmente visible en una organizaci\u00f3n compleja como puede ser cualquier instituci\u00f3n educativa.<\/p>","protected":false},"author":3,"featured_media":1066,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_eb_attr":"","_monsterinsights_skip_tracking":false,"_themeisle_gutenberg_block_has_review":false,"footnotes":"","_members_access_role":[],"_members_access_error":""},"categories":[1],"tags":[],"class_list":["post-1060","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/posts\/1060","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/comments?post=1060"}],"version-history":[{"count":2,"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/posts\/1060\/revisions"}],"predecessor-version":[{"id":1063,"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/posts\/1060\/revisions\/1063"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/media\/1066"}],"wp:attachment":[{"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/media?parent=1060"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/categories?post=1060"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/elenaferreiro.es\/en\/wp-json\/wp\/v2\/tags?post=1060"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}