<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-9176</journal-id>
<journal-title><![CDATA[Iztapalapa. Revista de ciencias sociales y humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Iztapalapa. Rev. cienc. soc. humanid.]]></abbrev-journal-title>
<issn>2007-9176</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma Metropolitana, a través de la Unidad Iztapalapa, División de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-91762023000100173</article-id>
<article-id pub-id-type="doi">10.28928/ri/942023/aot3/reynosoangulov</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La construcción de la agenda pública: la educación socioemocional en organismos internacionales]]></article-title>
<article-title xml:lang="en"><![CDATA[The construction of the public agenda: Social and emotional learning in international organizations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reynoso Angulo]]></surname>
<given-names><![CDATA[Víctor Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de las Américas Puebla  ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>44</volume>
<numero>94</numero>
<fpage>173</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-91762023000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-91762023000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-91762023000100173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde fines del siglo XX se difundió la idea de la inteligencia emocional (IE) y su importancia en prácticamente todos los ámbitos de la vida social e individual. Dado que, a diferencia del coeficiente intelectual, la IE se puede desarrollar, se ha ido agendando como un factor educativo. Como muchos problemas públicos, se incorporó primero a la agenda de algunas asociaciones civiles e incluso se fundaron otras para atender específicamente la educación social y emocional. También la han agendado algunos gobiernos locales y nacionales. En este artículo cuestiono la incorporación de la educación socioemocional en la agenda de los organismos internacionales encargados de la educación (UNICEF, UNESCO, OCDE, OMS), partiendo de la idea de que estos influyen de manera importante en la agenda pública de los gobiernos. La hipótesis es que la problemática educativa en torno a la educación socioemocional la han incorporado no solo el UNICEF y la UNESCO, que se centran en las cuestiones educativas más urgentes como la asistencia a la escuela, la alfabetización y la equidad de género, sino también, y de manera importante, la OCDE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Since the end of the twentieth century the idea of emotional intelligence and its importance for practically all areas of social and individual life has spread. Since, unlike IQ, EI can be developed, it has been appreciated as an educational problem. Like many public problems, it was first put on the agenda of some civil associations (associations were even founded to specifically address the issue of social and emotional education). It has also been the focus of some local and national governments. The present paper explores the incorporation of social-emotional education (SEL) in the agendas of international organizations in charge of education (UNICEF, UNESCO, OECD, WHO). The suggestion is that these agencies not only build their own agendas, but also significantly influence the public agendas of national and local governments. The hypothesis is that the educational problem concerning SEL has not been incorporated by UNICEF and UNESCO, which focus on more urgent educational problems such as school attendance, literacy and gender equity, but has been included in an important way by the OECD.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[elaboración de la agenda pública]]></kwd>
<kwd lng="es"><![CDATA[organismos internacionales]]></kwd>
<kwd lng="es"><![CDATA[educación socioemocional]]></kwd>
<kwd lng="en"><![CDATA[public policies]]></kwd>
<kwd lng="en"><![CDATA[public agenda development]]></kwd>
<kwd lng="en"><![CDATA[international agencies]]></kwd>
<kwd lng="en"><![CDATA[social emotional education]]></kwd>
</kwd-group>
</article-meta>
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