<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1727-8120</journal-id>
<journal-title><![CDATA[Humanidades Médicas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Hum Med]]></abbrev-journal-title>
<issn>1727-8120</issn>
<publisher>
<publisher-name><![CDATA[Centro para el Desarrollo de las Ciencias Sociales y Humanísticas en Salud]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1727-81202024000300002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El rol de las emociones en la educación para la salud]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of emotions in health education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colunga Santos]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejías Hernández]]></surname>
<given-names><![CDATA[Yumilka]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blanco Colunga]]></surname>
<given-names><![CDATA[Carlos Joaquín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas de Camagüey  ]]></institution>
<addr-line><![CDATA[ Camagüey]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Servicio y Capacitación &#8220;B. G. Lavastida&#8221;  ]]></institution>
<addr-line><![CDATA[ Santiago de Cuba]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1727-81202024000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1727-81202024000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1727-81202024000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  En salud aún prevalece, a escala mundial, el modelo biomédico, el cual coloca el énfasis en la enfermedad, su etiopatogenia yel proceso de curación. Gradualmente se viene introduciendo el modelo salutogénico, que preconiza la importancia de la prevención primaria, el bienestar y la sanidad. A la luz del enfoque de salutogénesis, la educación de las emociones cobra una importancia capital. El objetivo del artículo consiste en argumentar los nexos entre la educación socioemocional y la educación para la salud, considerándose la importancia de favorecer una condición saludable de los sujetos, en consonancia con los presupuestos del enfoque salutogénico y la promoción de emociones positivas.  Método:  Se emplearon métodos y técnicas teóricos, empíricosy estadísticos; entre los que se destacan: el analítico-sintético, la sistematización teórica, el análisis documental, el cuestionario aplicado a profesionales de la salud, tablas de distribución de frecuencias (matrices) y gráficas, respectivamente.  Resultados:  Se identificó una limitada cultura en el personal de salud relativa al reconocimiento del papel de las emociones en la salud-enfermedad, desde una perspectiva holística. De ahí que, en las intervenciones dirigidas a la prevención, promoción y educación para la salud, generalmente no son consideradas.  Discusión:  Se concluye con la aseveración de que existe un vínculo directo e importante entre las emociones y el binomio salud-enfermedad, lo cual debe ser considerado en los diferentes niveles de atención a la salud pública, tanto en el ámbito individual, como comunitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: In health, the biomedical model still prevails on a global scale, which places emphasis on the disease, its etiopathogenesis and the healing process. The salutogenic model is gradually being introduced, which advocates the importance of primary prevention, well-being and health. In the light of the salutogenesis approach, the education of emotions becomes of paramount importance. The objective of this article is to argue the links between socio-emotional education and health education, considering the importance of favoring a healthy condition of the subjects, in line with the assumptions of the salutogenic approach and the promotion of positive emotions.  Method: Theoretical, empirical and statistical methods and techniques were used. Among which the analytical-synthetic, theoretical systematization, documentary analysis, questionnaire applied to health professionals, frequency distribution tables (matrices) and graphs, respectively, stand out.  Results:  A limited culture was identified in health personnel regarding the recognition of the role of emotions in healt-disease, from a holistic perspective. Hence, in interventions aimed at prevention, promotion and health education, they are generally not considered.  Discussion:  It is concluded with the assertion that there is a direct and important link between emotions and the health-disease binomial, which should be considered at the different levels of public health care, both at the individual and community levels.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación emocional]]></kwd>
<kwd lng="es"><![CDATA[educación para la salud]]></kwd>
<kwd lng="en"><![CDATA[emotional education]]></kwd>
<kwd lng="en"><![CDATA[health education]]></kwd>
</kwd-group>
</article-meta>
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