Emotionality against curricular innovation

Abstract

The purpose of the following article is to highlight the importance of how emotionality can be presented in the different educational actors when implementing curricular innovations in university institutions, although it is true that one of the main elements that has generated a new definition in the standards of competence is the globalization of knowledge, these have to make the university insti tutions to restructure its methodology, so that it is in line with the offer and adaptability of 21st century society. This competence - based training has led to the increasing incorporation of this approach in university curricula both in Latin America and the Caribbean, proposing a flexible, open education linked to the productive sector. The use of skills allows the graduate to show their acquired skills, during their training, thus facilitating their insertion in the labor field. But this transformation brings with it other elements that directly affect all the educational actors within the university and these are the emotionalities. Emotions are a natural phenomenon, because they are considered as a normal reaction of every individual, and these will sh ow different attitudes depending on the situation they perceive. In organizations, managers use the most logical arguments to support innovations, but often discover how workers are not convinced of the need to implement them by opposing them