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RESUMO: Trata-se de um relato de experiência vinculada à experiência profissional e acadêmica no Amentúrate Programa de Mentorias Universitárias. Programa do departamento de Educação da Universidade da Cantábria - UC ? Santander ? Espanha, que oferece a estudantes dos anos finais do ensino fundamental ou ensino médio com altas habilidades ou superdotação ? AH/SD, uma experiência de mentoria universitária. A mentoria é entendida como uma relação didática, relativamente estável ao longo do tempo, entre um mentor experiente (professor) e um mentee (pupilo,estudante AH/SD) menos experiente. O programa está no seu quarto ano de funcionamento e já atendeu mais de 90 estudantes da região. Destacamos a importância do Relato de Experiência ? RE, como mais uma possibilidade de criação de narrativa científica, especialmente no campo das pesquisas capazes de englobar processos e produções subjetivas, como é o caso da psicologia. Nesse sentido, e considerando que essa experiência compõe uma trajetória acadêmica de uma doutoranda, foi possível identificar a repetição de um discurso científico sobre a educação de superdotados, no que se refere a quatro questões: a) dificuldade em nomear e conceituar o fenômeno; b) maior participação masculina no programa; c) pouca ou nenhuma participação de estrangeiros como latinos ou africanos no programa e (d) estratégias educativas mais desafiadoras, complexas e que promovam a autonomia dos estudantes. Essas questões nos colocam frente a barreiras sociais e ideológicas, como o sexismo, o racismo e o classicismo que interferem no bem-estar e na qualidade de vida da pessoa superdotada. A invisibilidade de mulheres com AH/SD em programas de desenvolvimento de talentos nos provoca a questionar: por onde andam essas mulheres? ABSTRACT: This is an experience report linked to professional and academic experience in the Amentúrate University Mentorship Program. Program of the Department of Education at the University of Cantabria - UC ? Santander ? Spain, which offers gifted students in the final years of elementary school or high school a mentoring experience at the university. Mentoring is understood as a didactic relationship, relatively stable over time, between an experienced mentor (teacher) and a less experienced mentee (gifted student). The program is in its fourth year of operation and has already served more than 90 students in the region. We highlight the importance of the Experience Report, as one more possibility of creating a scientific narrative, especially in the field of research capable of encompassing subjective processes and productions, as is the case of psychology. In this sense, and considering that, this experience makes up the academic trajectory of a doctoral student, it was possible to identify the repetition of a scientific discourse on gifted education, with regard to four issues: a) difficulty in naming and conceptualizing the phenomenon; b) greater male participation in the program; c) little or no participation of foreigners such as Latinos or Africans in the program and (d) more challenging, complex educational strategies that promote student autonomy. These issues place us in the face of social and ideological barriers, such as sexism, racism and classicism that interfere with the well-being and quality of life of gifted people. The invisibility of gifted women in talent development programs makes us a question: where are these women?

RESUMEN: Los estudios que investigan Inteligencia Emocional en alumnos con altas capacidades son escasos y presentan resultados contradictorios. Algunas investigaciones consideran que los estudiantes con altas capacidades son grupos vulnerables y, según algunos informes, están más involucrados en situaciones de acoso como víctimas y/o acosadores (Casino-Garcia et al., 2019). Los diferentes modelos de vulnerabilidad muestran la importancia de identificar no sólo los factores de riesgo, sino también los factores de protección que permiten diseñar intervenciones preventivas más eficaces (Ezpeleta, 2005). Dentro de esta perspectiva, este trabajo presenta los resultados de la aplicación del cuestionario de Inteligencia Emocional TMSS-24 en una población de estudiantes con altas capacidades. Cabe señalar que estos resultados forman parte de una investigación más amplia que investiga la calidad de vida y el apoyo social percibido de jóvenes (de entre 12 y 17 años) con altas capacidades que participan en Amentúrate, un programa de mentorías realizado en la Universidad de Cantabria. En este sentido, los datos y reflexiones aquí publicados deben entenderse como parciales y son iniciativas exploratorias para comprender el universo de este alumnado en la región Cántabra. Los resultados mostraron que los participantes presentaban, en general, una buena Inteligencia Emocional. En relación con las diferencias de género, no se encontraron diferencias significativas, pero destaca que las chicas obtuvieron mejores puntuaciones que los chicos en cuanto a la claridad de sus sentimientos y a la capacidad de reparación sobre los mismos. Para terminar, se discuten los resultados, se proponen aportes teóricos y prácticos a la literatura y se sugieren implicaciones para padres y docentes. ABSTRACT: There are few studies researching the Emotional Intelligence of gifted students and their results are contradictory. Some researchers consider that gifted students are vulnerable and, according to some reports, are more involved in bullying situations as victims and/or bullies (Casino-Garcia et al., 2019). The different vulnerability models show the importance of identifying not only the risk factors, but also the protective factors that allow the design of more effective preventive interventions (Ezpeleta, 2005). From this perspective, this paper presents the results of the administration of the TMSS-24 Emotional Intelligence questionnaire in a population of gifted students. It should be noted that these results are part of a broader research where we assess the quality of life and perceived social support of gifted students (between 12 and 17 years old) who participate in Amentúrate, a mentoring program carried out at the University of Cantabria. Thus, the data and reflections showed must be understood as partial and exploratory initiatives to understand gifted students in the Cantabrian region. The results revealed that pour participants have, in general, a good Emotional Intelligence. In relation to gender differences, no significant differences were found, but it stands out that the girls obtained higher scores than the boys in terms of the clarity of their feelings and the ability to repair them. Finally, the results are discussed, theoretical and practical contributions to the literature are proposed, and implications for parents and teachers are suggested.

Amentúrate es una iniciativa desarrollada por la Facultad de Educación de la Universidad de Cantabria con el apoyo de la Consejería de Educación y la Asociación Cántabra de Apoyo a las Altas Capacidades (ACAACI). El eje central de su actividad gira en torno a procesos de mentoría entre profesorado e investigadores de la UC y alumnado con altas capacidades preuniversitario. La finalidad de este programa es que toda la comunidad educativa, las familias y alumnos preuniversitarios con altas capacidades puedan participar en actividades científicas que se realizan en la Universidad y que promueven su enriquecimiento cognitivo, socioafectivo y creativo, y que incentivan sus vocaciones científicas, humanísticas, tecnológicas o artísticas por medio de la experimentación. Al mismo tiempo es un programa que sensibiliza en la comprensión actual de las altas capacidades y evalúa los impactos personales que las mentorías, como actuación educativa de éxito, tiene para este alumnado. Finalizada la III edición del programa este año 2021 podemos decir que la experiencia, incluso en su modalidad virtual por situación de pandemia, ha sido satisfactoria. Concretamente, destacamos los siguientes aspectos positivos: (1) se ha ayudado a cubrir necesidades de partida a nivel individual y familiar; (2) se ha divulgado el proyecto a la comunidad con su alta participación en actividades promovidas por la UCC+i; y (3) se ha apoyado la igualdad de género en el mundo científico, promoviendo la paridad de género entre mentores y mentoras participantes, así como en el acceso de los jóvenes al programa. Amentúrate is an initiative developed by the Faculty of Education of the University of Cantabria with the support of the Regional Ministry of Education and the Cantabrian Association for the Support of High Abilities (ACAACI). The central axis of its activity revolves around mentoring processes between teachers and researchers of the University of Cantabria and students with high pre-university abilities. The purpose of this program is that the entire educational community, families and pre-university students with high abilities can participate in scientific activities carried out at the University that promote their cognitive, socio-affective and creative enrichment, and that encourage their scientific, humanistic, technological or artistic vocations through experimentation. At the same time, it is a program that raises awareness of the current understanding of high abilities and evaluates the personal impact that mentoring, as a successful educational action, has for these students. At the end of the III edition of the program this year 2021, we can say that the experience, even in its virtual modality due to the pandemic situation, has been satisfactory. Specifically, we highlight the following positive aspects: (1) it has helped to cover initial needs at the individual and family level; (2) the project has been disseminated to the community with its high participation in activities promoted by the UCC+i; and (3) it has supported gender equality in the scientific world, promoting gender parity among participating mentors, as well as in the access of young people to the program.

RESUMEN: Los alumnos identificados con altas capacidades intelectuales presentan una serie de necesidades emocionales que, si no son atendidas desde la escuela, pueden condicionar su desarrollo socioemocional. Es por esto que el objetivo principal del presente trabajo está orientado a plantear una propuesta de intervención dirigida a favorecer la inteligencia emocional de un alumno de 5 años de Educación Infantil de un colegio concertado de Santander, quien ha sido identificado recientemente con alta capacidad. Para ello, a la hora de diseñar las actividades, se han tomado como referencia, por un lado, el Modelo de Enriquecimiento para Toda la Escuela de Renzulli, por ser un modelo que parte del interés del niño e incluye en el proceso de intervención a los compañeros del alumno identificado; y, por otro, algunas de las variables socioemocionales planteadas en el modelo mixto de inteligencia emocional de Goleman, por ser uno de los que más popularidad goza en el ámbito educativo. Estas variables son: la percepción, expresión y regulación emocional, la empatía y las habilidades sociales. Finalmente, si bien se destaca como limitación principal de este trabajo el tiempo establecido para la puesta en práctica de la propuesta, uno de los aspectos positivos que sí se ha podido constatar tras el desarrollo de la misma es el interés que ha mostrado el alumno de alta capacidad por las actividades. ABSTRACT: Students identified with high intellectual abilities present a series of emotional needs that, if not addressed by the school, can condition their socio-emotional development. That is why the main objective of this work is create an intervention proposal aimed at stimulate the emotional intelligence of a 5-yearold student in Early Childhood Education at a Santander-based concerted school, who has recently been identified as highly qualified. To do so, when designing the activities, on the one hand the Renzulli Schoolwide Enrichment Model was taken as a reference, as it is a model that starts from the child's interest and includes in the intervention process the partners of the identified student; and, on the other hand, some of the socio-emotional variables proposed in the mixed model of Goleman’s emotional intelligence were also taken as reference, for being one of the most popular in the educational field. These variables are: perception, expression and emotional regulation, empathy and social skills. Finally, although the time established for the implementation of the proposal stands out as the main limitation of this work, one of the positive aspects that has been observed after the development of the proposal is the interest shown by the high capacity student for the activities. Grado en Magisterio en Educación Infantil

RESUMEN En este trabajo, se expone la creciente importancia que en los últimos años se le está otorgando a los factores emocionales dentro de la Educación. Por ello, tras realizar un análisis de cómo ha ido evolucionando el término “Inteligencia Emocional” desde sus inicios hasta nuestros días, y de la forma en que la Educación Socioemocional se ha ido ganando su espacio dentro del sistema educativo europeo, y más concretamente dentro del español, se ha desarrollado un programa de intervención en el aula, basado en dicha materia (I.E), con el objetivo de que los niños de Educación Primaria entren, desde tempranas edades, en contacto con algo tan fundamental como el desarrollo tanto de sus habilidades personales como sociales. Para lograr este objetivo se han tomado como punto de partida concretamente 4 variables, defendidas por Daniel Goleman, defensor de un modelo mixto, donde la importancia no solo reside en lo académico sino también en lo emocional, afectivo y social. Estas variable son: la empatía, las habilidades sociales, y la identificación y expresión emocional. Todo este trabajo, que parte del desarrollo de las recién citadas cuatro variables, está orientado a trabajar desde la escuela con miras a un futuro mejor para los alumnos, actividades encaminadas a fomentar un desarrollo integral de los niños, que conlleve consigo mejoras tanto en su vida escolar, como en su vida fuera del centro escolar. ABSTRACT In this work, there is exposed the increasing importance of the emotional factors inside the Education that have been granting in the last years. For it after realizing an analysis of how it has been evolving the term " Emotional Intelligence ", from his beginnings to the present day, and after stopping formed as the Education Socioemotional this little by little gaining his space inside the educational European system, and more concretely inside the Spanish, a program of intervention has developed in the classroom. It based on the above mentioned matter (E.I), with the aim that the children of Primary Education enter from early ages in touch with something so fundamental, as the development so much of his personal as social skills. To achieve this aim have taken as a point of item concretely 4 variables defended by Daniel Goleman. He defended a mixed model, where the importance not only resides in the academic thing but also in the emotional thing. These variable sound: the empathy, the social skills, and the identification and emotional expression. All this work, which starts from the development of the four mentioned variables, is aimed at working from the school with a view to a better future for students. Including activities which aim is promoting the integral development of children, and entails improvements both in their school life, as in their lifes outside the school. Grado en Magisterio en Educación Primaria

RESUMEN: La Inteligencia Emocional es la capacidad de una persona de percibir, comprender y regular sus emociones y las de los demás. Para desarrollar la Inteligencia Emocional, es necesario aprender una serie de habilidades, que cada persona podrá utilizar para enfrentarse a las diferentes situaciones de la vida. Las habilidades son susceptibles de ser enseñadas y entrenadas, por lo que la escuela es un lugar adecuado para proporcionar educación emocional a todo miembro de la sociedad, promoviendo de esta manera la igualdad de oportunidades en cuanto a la educación. Es importante que los maestros de Educación Primaria reciban formación para mejorar su Inteligencia Emocional durante su formación inicial, ya que siendo emocionalmente inteligentes, podrán dar a sus alumnos una educación emocional adecuada. Actualmente en España, existe formación en Inteligencia Emocional para alumnos de Educación Primaria y futuros docentes, pero, al no estar regulada por ley, no está generalizada, por lo que no hay igualdad de oportunidades respecto a la educación emocional. Este trabajo de fin de grado tiene como objetivo realizar por un lado, una revisión teórica sobre la Inteligencia Emocional y sus principales modelos y métodos de medida, y por otro lado, una revisión de los autores actuales que hablan sobre Inteligencia Emocional y docencia, todo ello con el fin de investigar y comprobar la importancia que tiene que los maestros de Educación Primaria se formen y consigan tener una Inteligencia Emocional de calidad, que les ayude no solo en su vida diaria como miembros de la sociedad, sino también en su labor como educadores de las nuevas generaciones. ABSTRACT: Emotional Intelligence is the ability of a person to perceive, understand and regulate their own emotions and the emotions of other people. In order to develop Emotional Intelligence, it is necessary to learn some abilities, that each person will be able to use in order to face the different life situations. Abilities are liable to be taught and trained, so school is an appropriate place to give emotional education to every member of society, promoting equal opportunities in terms of education. It is important that Primary School teachers receive academic training to improve their Emotional Intelligence during their initial teacher training, because being emotionally intelligent, they will be able to give their students an appropriate emotional education. Currently in Spain, there is training in Emotional Intelligence for Primary School students and future teachers, but as it is not statutory, it is not generalized, so there are not equal opportunities regarding emotional education. This end-of-degree project has as its objective on one hand, doing a theoretical revision about Emotional Intelligence and its main models and measurement methods, and on the other hand, a revision of the main authors that talk about Emotional Intelligence and teaching, in order to investigate and confirm that it is very important that Primary School teachers receive training and get to have a good Emotional Intelligence, that helps them not only in their daily lives as members of society, but also in their teaching activity with the new generations. Grado en Magisterio en Educación Primaria