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The purpose of this article is to make an approach from the advances of neuroscience and neuroeducation to the importance of the implementation of emotional education in the Colombian educational system. First, some constructs related to emotional intelligence, emotional education and socioemotional competencies are examined, and the theories and concepts that support these terms are approached from the perspectives of different authors. Secondly, a general analysis of the Colombian educational system is made, describing the predominant role played by educators in emotional education, and the current regulations related to this type of education. Finally, a reflection is made on the reality of the Colombian educational system and how important it would be for the country to include emotional education in the educational plan of students.
Hoyos et al. (Mon,) studied this question.