"Vivir como si no tuviera sentimientos, yo no tengo ese talento, yo sí siento todavía": Por qué humanizar la enseñanza del inglés nos salva del burnout
DOI:
https://doi.org/10.70881/hnj/v4/n2/135Palabras clave:
enseñanza del inglés, burnout docente, trabajo emocional, emociones docentes, pedagogía humanizadoraResumen
Este artículo analiza la relación entre emociones docentes, trabajo emocional, burnout y humanización de la enseñanza del inglés como lengua extranjera. A partir de una revisión integrativa crítica de 123 artículos indexados en Scopus, publicados entre 2015 y 2026, se examina cómo la literatura reciente ha conceptualizado el desgaste emocional del profesorado de inglés y qué principios pueden orientar una enseñanza más humana y sostenible. Los hallazgos identifican cinco tendencias principales: regulación emocional, burnout, trabajo emocional, bienestar docente y humanización pedagógica. El análisis muestra que el burnout en EILE no debe entenderse solo como consecuencia individual de falta de resiliencia o autorregulación, sino como un fenómeno emocional, pedagógico e institucional asociado con la invisibilización de las emociones docentes, la positividad obligatoria, la actuación superficial y condiciones laborales que exigen disponibilidad afectiva sin suficiente reconocimiento. Como aporte conceptual, se propone el Modelo HEB- EILE, organizado en cuatro dimensiones: reconocimiento emocional, cuidado relacional, agencia docente y justicia institucional. El artículo concluye que humanizar la enseñanza del inglés implica reconocer que enseñar lenguas requiere sentir, vincularse, decidir y trabajar en condiciones institucionales que sostengan al docente y al aprendizaje
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Derechos de autor 2026 Jardel Coutinho dos Santos (Autor/a)
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