<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722019000300158</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2019.29.529</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resiliencia e Inteligencia Emocional: bosquejo de modelo integrador para el desarrollo del saber ser del estudiante universitario]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resiliencia e Inteligencia Emocional: bosquejo de modelo integrador para el desarrollo del saber ser del estudiante universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Resilience and Emotional Intelligence: outline of an integrated model for learning to be in higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belykh]]></surname>
<given-names><![CDATA[Anna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tlaxcala  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>29</numero>
<fpage>158</fpage>
<lpage>179</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722019000300158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722019000300158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722019000300158&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo analizamos dos constructos psicológicos de potencial utilidad para el desarrollo del saber ser, uno de los pilares de la educación para el siglo XXI formulados por la UNESCO. En la parte introductoria, resaltamos el carácter particular del saber existencial en este planteamiento educativo. Procedemos a bosquejar una propuesta para su desarrollo con base en los constructos de resiliencia e inteligencia emocional. Tras describir tres principales modelos de cada uno aplicables a educación superior, señalamos la complementariedad de dos de ellos para el fomento cognitivo del crecimiento personal del estudiante incidiendo en su formación integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: En este artículo analizamos dos constructos psicológicos de potencial utilidad para el desarrollo del saber ser, uno de los pilares de la educación para el siglo XXI formulados por la UNESCO. En la parte introductoria, resaltamos el carácter particular del saber existencial en este planteamiento educativo. Procedemos a bosquejar una propuesta para su desarrollo con base en los constructos de resiliencia e inteligencia emocional. Tras describir tres principales modelos de cada uno aplicables a educación superior, señalamos la complementariedad de dos de ellos para el fomento cognitivo del crecimiento personal del estudiante incidiendo en su formación integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article we analyze two psychological constructs of potential usefulness for the development of learning to be pillar of the UNESCO educational framework. In the introductory part, we highlight the particular character of existential knowledge in this educational approach. We proceed to outline a proposal for its development, based on the constructs of resilience and emotional intelligence. After describing three main models of each applicable to higher education, we point out the complementarity of two of them for the cognitive promotion of student's personal growth inthe face of their comprehensive training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[resiliencia]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[saber ser]]></kwd>
<kwd lng="pt"><![CDATA[educación superior]]></kwd>
<kwd lng="pt"><![CDATA[resiliencia]]></kwd>
<kwd lng="pt"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="pt"><![CDATA[saber ser]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[resiliency]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[learning to be]]></kwd>
</kwd-group>
</article-meta>
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