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Las emociones afectan siempre al sentido, a su producción e interpretación. Pero también es cierto que el sentido forma parte siempre del proceso emocional. Partiendo de este doble supuesto el artículo discute las concepciones del sujeto, del cuerpo y de la emoción que permitirían avanzar en la reflexión sobre este ámbito de cuestiones. Y se centra en las emociones territoriales, las emociones del formar parte del mundo, para observar cómo nos apropiamos de -o nos apegamos a- lugares, personas, objetos, expresiones, valores, para convertirlos en territorios o en asientos, más duraderos o más fugaces, de nuestro punto de vista, en aquello que nos proporciona un lugar en el mundo.

Objective: The objective of this study is to explore the behavior of emotional polymorphism in individuals through the execution of basic tasks.   Theoretical Framework: It was found that individuals exhibit various components or variants of emotions within an emotional state, influenced by various external factors classified as general and task-specific. In the first case, the emotional state was composed of Contextual Emotions (EmC), and in the second by Induced Emotions (EmI). Nevertheless, each state comprised a variety of emotional components, even with different valences reported by self-reporting individuals, which was termed Emotional Polymorphism (PEm).   Method: A controlled experiment was designed where participants performed two basic tasks using controlled time work systems and perception. Additionally, semi-structured interviews were conducted through self-reporting, where participants were asked for statistical data as well as a description of their emotional valence.   Results and Discussion: The results obtained revealed that there are variations in the emotional components (CEm) that make up each emotional polymorphism, considering an initial state comprised of EmC and a final response made up of EmI.   Implications of the Research: Managing error through the study of the components that may amplify it can assist in improving the design of interfaces and work systems that are important in the daily lives of users, such as ATMs.   Originality/Value: This study contributes to the literature by exploring the behavior of the components of Emotional states, as a result of contextual factors and specific tasks.

La pandemia ha provocado diferentes consecuencias en la educación y salud de los escolares, siendo los efectos psicológicos uno de los más preocupantes. La escuela y especialmente los profesores de Educación Física están llamados a desempeñar un papel importante en el apoyo emocional de los escolares. El objetivo de este estudio es analizar la percepción de los profesores de Educación Física de la escuela primaria, respecto al ámbito emocional durante el regreso a las clases presenciales. La muestra por conveniencia estuvo conformada por 12 profesores de Educación Física que trabajaban en la enseñanza primaria y que desarrollaron labores durante los años de enseñanza virtual y postpandemia. Se utilizaron entrevistas semiestructuradas para recoger datos relativos a la igualdad de género y años de experiencia. De los relatos emergen categorías asociadas a la emocionalidad en el aula, la brecha de aprendizaje, la importancia de la interacción profesor-alumno, el apoyo emocional especializado, la comunicación efectiva y la regulación emocional. Los docentes realzan el compromiso en la contención y evaluación del estado socioemocional y psicológico de los alumnos, además de asegurar la incorporación de metodologías que consideren el trabajo emocional. Dentro del aula, los docentes reconocen la importancia de la afectividad y la motivación en su despliegue didáctico, promoviendo el aprendizaje a través de un clima de clase saludable. Palabras clave: Aprendizaje, profesor, escuela, deporte, pandemia, emociones. Abstract. The pandemic has caused different consequences in the education and health of schoolchildren, psychological effects being one of the most worrying. The school and especially Physical Education teachers are called on to play an important role in the emotional support of schoolchildren. The aim of this study is to analyze the perceptions of elementary school Physical Education teachers regarding the emotional environment during the return to face-to-face classes. The convenience sample consisted of 12 physical education teachers who worked in elementary schools and were active during the virtual and post-pandemic years. Semi-structured interviews were used to collect data regarding gender equality and years of experience. The stories emerge categories associated with emotionality in the classroom, the learning gap, the importance of teacher-student interaction, specialized emotional support, effective communication and emotional regulation. Teachers enhance the commitment in the containment and evaluation of the socio-emotional and psychological state of the students, in addition to ensuring the incorporation of methodologies that consider emotional work. Inside the classroom, teachers recognize the importance of affectivity and motivation in their didactic deployment, promoting learning through a healthy class climate. Keywords: Learning, teacher, school, sports, pandemic, emotions  

Emotions are crucial to geographies of performance, yet our understanding of their role in diplomacy is not well developed despite many calls, especially from feminist geographers, for greater attention to the study of emotional geopolitics. This article addresses that deficit. We do so by focusing on diplomatic performance as a key component in the anthropology of the state. We argue that performances link statehood with statecraft to create geopolitical power in what we term spaces of possibility. Although state claim making materializes through diplomatic performances, we show that its enactment has been lamentably neglected in terms of its emotional dimensions-even though performance and emotions are constitutive of world making. Representing the state is an active \"lived experience\" for diplomats that exposes the challenges and vulnerabilities of personal performance through everyday political geographies. Consequently, here we set out a new research agenda for an emotional geopolitics that directly addresses the pivotal role of performance in state claim making through diplomacy. Our focus for this is the topography of action of the United Nations (UN) in New York. Deploying assemblage thinking and using rich empirical data, we illustrate the centrality of material, visceral, and sensual embodiments as they emerge out of and through diplomatic claim making in a range of spaces of possibility. In doing so, we demonstrate how emotions are inseparable facets of everyday UN diplomatic life. Key Words: assemblage, diplomacy, emotions, performance, United Nations.

Programming courses often turn into courses with high percentage of desertion and, sometimes, result in a factor that drives students to abandon their careers, even when they are subjects highly relevant in the training of engineers in the areas of computer science, IT, and related careers. These courses demand high cognitive processes, which generate several emotions learning-related that, when taken into account and evaluated, could be used in favor of learning. Programming courses generate negative emotions in female students in a higher proportion than men, which may even lead them to abandon the career, widening the gender gap. In recent years, there has been a growing interest in the role of emotions in academic environments at university level, as well as for knowing the reason for the low participation of women, despite the importance of their role and skills, in computing areas. However, the interest in analyzing the emotions that emerge from students as they learn to program is quite recent. There is not an important number of studies around the emotions of women while they learn to program. The objective of this study is to analyze the behavior -at an emotional level- of students towards different teaching activities, establishing gender level comparisons, and considering the incorporation of elements of collaboration and gamification to identify differences in the emotions originated by these activities.

Reseña del libro: Stuart Walton, Humanidad. Una historia de las emociones. (Madrid: Taurus, 2005), 480 pp. ISBN: 978-84-30605835

Este artículo analiza cómo las estrategias lingüísticas empleadas para expresar el desacuerdo en conversaciones cotidianas entre parejas pueden contribuir, o no, a la escalada del conflicto. A partir del corpus ESPRINT-Conversación, se identifican y clasifican distintos recursos lingüísticos según su potencial para generar emociones desagradables, lo que permite establecer un continuo de intensidad conflictiva. El análisis revela dos patrones principales: por una parte, conversaciones en las que predominan estrategias de bajo potencial conflictivo, caracterizadas por la expresión indirecta del desacuerdo o su argumentación basada en datos; y, por otra, aquellas en las que el desacuerdo se fundamenta en reproches o se acompaña de expresiones descorteses, aumentando así su potencial conflictivo. Asimismo, se observa una correlación entre la densidad de actos de habla discrepantes y la intensidad del conflicto. En conjunto, los resultados sugieren que la escalada del conflicto entre íntimos depende no solo del contenido del desacuerdo, sino también de su forma de expresión, argumentación y reiteración.

En la condición humana convergen dos fuerzas constitutivas: la razón y las emociones. Sin embargo, a lo largo de la historia, con mayor o menor intensidad, ha prevalecido la constante de separar, cuando no subsumir, una de estas fuerzas en la otra. La balanza se ha inclinado en exceso a favor de la razón, al punto que se va por el mundo a medio andar, luego de haber confinado en el recoveco de lo “peligroso”, lo “caótico” y lo “irrazonable” la otra mitad de lo que somos: emociones y sentimientos. Una de las emociones que más se ha censurado es la rabia. Este artículo de reflexión descree de la lectura dominante, reafirma su potencial transformador y la asume como emoción política. Para hacerlo, se trazan vasos comunicantes entre la filosofía política y la literatura a partir de una interpretación del relato de Von Kleist titulado Michael Kohlhaas, buscando flexibilizar las fronteras imaginarias entre realidad y ficción.

The physical and emotional challenges of assisted reproduction are depicted in particularly stark terms within the forums where patients exchange feelings and moods concerning their experiences of the process. The aim of this study is to analyse the emotional vocabulary contained in these discourses, paying particular attention to the lexical elements of the expression of emotions related to the projection of the future, which is where all actions and desires lead. The analysis is based on the concept of affect in Appraisal Theory (Martiny White 2005) and the conceptual maps of emotional vocabulary by Marina and López Penas (1999). Verbal processes and adjectival and nominal attributions are examined and distributed across the three evaluative axes of affect in order to also obtain critical access to the material. The analysis concludes that dissatisfaction and unhappiness predominate over any other sentiment. The corpus consists of testimonies collected in the NEOTERMED project.