Multiple intelligences and emotional competences in university students

Abstract

The article presents four typological categories (Knowledgeable, Perplexed, Moldable and Exploratory), which characterize student-subjects, according to the disciplinary competences and emotional and multiple intelligences they possess. Through the sociological analysis of the discourse system, within the framework of the qualitative approach, in relation to the discourse produced in a qualitative research developed from discussion groups, in which, a diversity of forms or styles of analysis. Students' abilities are related to the requirements of their study discipline. As a result, pedagogical strategies aimed at recognition and teaching are suggested, from the discursive singularity manifested in each typology, of course, framed in the theory of multiple Intelligences and emotional competences in university students, based on the transformative approach of teaching and learning, which, according to authors such as Gardner, suggest that it should be the foundation of the curricula of educational institutions, at all levels.

Key Words: Multiple intelligences; emotional intelligence; disciplinary competitions; learning styles; teaching models.