EMOTIONALLY SENSITIVE EDUCATIONAL PRACTICES: A CRITICAL REVIEW OF THE TEACHER'S ROLE IN VULNERABLE SCHOOL TERRITORIES.

Abstract

This article presents a critical literature review of emotionally sensitive educational practices in vulnerable school contexts, with a particular focus on rural areas. The aim was to analyze key theoretical approaches and recent findings regarding the teacher's role from a humanizing, emotionally aware, and situated perspective. The methodology involved a narrative review of scientific articles, books, and institutional documents published between 2015 and 2024, selected based on thematic relevance and contextual applicability. Databases such as SciELO, Redalyc, Google Scholar, and ERIC                       were consulted.

The analysis identified five key theoretical themes: the emotional education approach, teachers' socio-emotional competencies, affect-situated pedagogy, self-care in teaching practice, and the emotional challenges associated with rural education. These approaches converge on an understanding of educational practice that recognizes emotions as an essential component of teaching, particularly in areas where social and economic conditions intensify the emotional impact of the                    teaching profession.

The results reveal significant conceptual advances, yet also highlight gaps regarding emotional training for teachers in impoverished contexts, the lack of alignment between educational policy and teacher well-being, and the urgent need to rethink educational practice through the lens of emotional sensitivity. It is concluded that emotionally sensitive practices represent not only a viable pedagogical path but also an ethical necessity in settings where vulnerability cannot be ignored. Finally, the article calls for further research linking teacher well-being, emotional education, and educational transformation, in alignment with the challenges facing contemporary rural schools. It also seeks to foster academic dialogue on the urgent need for public policies that incorporate the emotional dimension into teacher training—particularly in historically marginalized areas, where education takes on a profoundly human and transformative significance.