Abstract Emotional and affective discourses are gaining prominence in an educational agenda that seeks to address contemporary challenges. But what do we do with emotions in the classroom? The injunction to talk about them, to work on them, to value them is commonplace in education. Within this field, diverse disciplinary discourses converge, explaining and stating particular maxims about what place emotions should have in the educational space. Based on the recurrence of certain signifiers, three narratives are reconstructed: that of emotional education, positive psychology, and affective neurosciences; that of valuing affectivity and care in a framework of rights; that of humanization, love, and tenderness. All three are analyzed, exploring the recommendations and mandates they make to teachers as well as their risks and implications for students’ education.

Resumen Los discursos sobre lo emocional y afectivo cobran protagonismo en una agenda educativa que busca dar respuestas a los desafíos contemporáneos. ¿Pero qué hacemos con las emociones en el aula? El mandato de hablar sobre ellas, trabajarlas, valorarlas, es moneda corriente en la educación. En este campo confluyen discursos disciplinares dispares, que explican y esgrimen máximas particulares sobre qué lugar deben tener las emociones en el espacio educativo. A partir de la recurrencia de ciertos significantes, se reconstruyen tres narrativas: la de la educación emocional, la psicología positiva y las neurociencias afectivas; la de valorar la afectividad y el cuidado en un marco de derechos; la de la humanización, el amor y la ternura. Las tres son analizadas, explorando las recomendaciones y mandatos que hacen a la labor docente, así como sus riesgos e implicancias para la formación de sus estudiantes.

Abstract This article analyzes the subjective reflection on beliefs and experiences related to gender and sexuality carried out by teachers in the framework of a Comprehensive Sex Education training, and their repositioning regarding the approach to these issues at school. The study is qualitative with an interpretive approach based on participant observations of teacher training sessions in the district of Ezeiza (Province of Buenos Aires); documentary analysis of 150 letters written during the training; and in-depth interviews with seven participants, one year later. The results warn that the experiential dynamics that call for a review of preconceptions about gender and sexuality mobilize biographical milestones that traction or limit the willingness to talk about ESI and have rebound in repositioning in parenting relationships and in the domestic sphere, before than in educational practices.

Resumen Este artículo analiza la reflexión subjetiva sobre creencias y vivencias vinculadas al género y la sexualidad realizada por docentes en el marco de una capacitación de Educación Sexual Integral, y sus reposicionamientos respecto al abordaje de estos temas en la escuela. El estudio es cualitativo con un enfoque interpretativo basado en observaciones participantes de jornadas de formación docente en el distrito de Ezeiza (Pcia. de Buenos Aires); análisis documental de 150 cartas escritas durante la capacitación; y entrevistas en profundidad a siete participantes, un año después. Los resultados advierten que las dinámicas experienciales que apelan a una revisión de preconceptos sobre el género y la sexualidad movilizan hitos biográficos que traccionan la disposición para hablar de ESI y tiene rebotes en reposicionamientos en las relaciones de crianza y en el ámbito doméstico, antes que en las prácticas educativas.

Este artigo apresenta um relato sobre a Décima Oitava Conferência das Partes da Convenção-Quadro das Nações Unidas sobre Mudança do Clima (COP-18), realizada entre os dias 26 de novembro e 7 de dezembro de 2012, em Doha, no Emirado do Qatar. Além disso, analisa as posições brasileiras no encontro. Para tal, baseia-se em informações obtidas no evento para analisar as posições brasileiras nas negociações da ordem ambiental internacional das mudanças climáticas. O artigo conclui que o Brasil está em uma encruzilhada: permanecer junto ao grupo G77 + China ou liderar as negociações, com os ônus que ela apresenta, diante de sua posição no sistema internacional.

This article presents an narrative of the Eighteenth Conference of the Parties to the UN Framework Convention on Climate Change (COP-18), which occurred in Doha (Emirate of Qatar) from November 26 to December 7. Moreover, analyzes the Brazilian position at the meeting. To this end, based on information collected at the event, analyzes the Brazilian positions in the negotiations of international environmental order of climate change. The article concludes that Brazil is at a crossroads: stay with the G77 + China group or lead the negotiations with the burdens she has in front of its position in the international system.