El trabajo emocional en profesionales de la educación: una revisión exploratoria de literatura
DOI:
https://doi.org/10.33010/ie_rie_rediech.v16i0.2454Palavras-chave:
bienestar emocional, profesionales de la educación, trabajo emocionalResumo
Entre los profesionales de la educación, investigaciones recientes han documentado la presencia de trabajo emocional como un factor de efectos bivariados en el bienestar, salud mental y desempeño laboral. Esta investigación consiste en una revisión exploratoria que incluye artículos publicados en inglés entre los años 2019 y 2024 sobre el trabajo emocional que realizan diversas figuras educativas con el objetivo de determinar los tópicos y hallazgos actuales, los tipos de investigación empleados, conocer cómo se encuentran representadas las poblaciones y áreas geográficas y cuáles son las direcciones futuras de investigación. El análisis consideró 58 estudios empíricos pertenecientes a Scopus y WoS. La distribución geográfica de las publicaciones se concentró en tres países: China (52%), Turquía (10%) y Canadá (5%), mientras que el resto se encontraba dispersa, siendo la mayor parte de los estudios de corte cuantitativo-transversal y basados en cuestionarios autorreportados. La población más estudiada son los docentes de nivel secundaria en las siguientes cinco categorías temáticas: 1) eficacia laboral y emociones, 2) engagement y compromiso organizacional, 3) bienestar, regulación emocional y burnout, 4) satisfacción laboral y clima organizacional e 5) identidad profesional. Se evidencia una carencia de directrices sobre el trabajo emocional en contextos educativos...
Referências
Abdul-Messie, L. (2023). “Trying to feel the right feeling for the job”: The emotional labour of English language teachers in state secondary schools in Italy. Social Sciences & Humanities Open, 8(1), 1-11. https://doi.org/10.1016/j.ssaho.2023.100582
Alshahrani, T. (2023). How are you feeling now? Exploring EFL teachers’ emotional labor, institutional power, and dissonance. Journal of Language Teaching and Research, 14(6), 1656-1663. https://doi.org/10.17507/jltr.1406.24
Annor, F., Ayertey, G. N., y Agyemang, C. B. (2023). Emotional labour and contextual performance amongst Ghanaian preschool teachers: The mediating role of emotional exhaustion. International Journal of Educational Management, 37(6/7), 1271-1287. https://doi.org/10.1108/IJEM-04-2023-0216
Ao, N., Zhang, S., Tian, G., Zhu, X., y Kang, X. (2023). Exploring teacher wellbeing in educational reforms: A Chinese perspective. Frontiers in Psychology, 14, 1-12. https://doi.org/10.3389/fpsyg.2023.1265536
Armenta, Á. (2023). Emotional labor practices: A sase study of EFL teachers in Mexico. Mextesol Journal, 47(1), 1-12. https://doi.org/10.61871/mj.v47n1-11
Aromataris, E., Lockwood, C., Porritt, K., Pilla, B., y Jordan, Z. (eds.) (2024). JBI manual for evidence synthesis - 2024 edition. JBI. https://doi.org/10.46658/JBIMES-24-01
Ashforth, B. E., y Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. Source: The Academy of Management Review, 18(1), 88-115. https://doi.org/10.2307/258824
Azevedo, A., y Azevedo, J. M. (2021). Learning analytics: A bibliometric analysis of the literature over the last decade. International Journal of Educational Research Open, 2, 1-12. https://doi.org/10.1016/j.ijedro.2021.100084
Baeriswyl, S., Bratoljic, C., y Krause, A. (2021). How homeroom teachers cope with high demands: Effect of prolonging working hours on emotional exhaustion. Journal of School Psychology, 85, 125-139. https://doi.org/10.1016/j.jsp.2021.02.002
Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the Development of Children, 3, 37-43. https://www.ncj.nl/wp-content/uploads/media-import/docs/6a45c1a4-82ad-4f69-957e-1c76966678e2.pdf
Brown, E., Vesely, C., Mehta, S., y Stark, K. (2023). Preschool teachers’ emotional acting and school-based interactions. Early Childhood Education Journal, 51(4), 615-626. https://doi.org/10.1007/s10643-022-01326-1
Burić, I., Kim, L., y Hodis, F. (2021). Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors. Journal of Educational Psychology, 113(6), 1227-1243. https://doi.org/10.1037/edu0000654
Burić, I., y Wang, H. (2024). Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach. Journal of School Psychology, 103, 1-19. https://doi.org/10.1016/j.jsp.2023.101271
Carroll, A., Flynn, L., O’Connor, E., Forrest, K., Bower, J., Fynes-Clinton, S., York, A., y Ziaei, M. (2020). In their words: Listening to teachers’ perceptions about stress in the workplace and how to address it. Asia-Pacific Journal of Teacher Education, 49(4), 420-434. https://doi.org/10.1080/1359866X.2020.1789914
Çetin, S. (2019). Examination of the relationship between emotional labour and organizational cynicism levels of teachers. Croatian Journal of Education, 21(2), 567-598. https://hrcak.srce.hr/file/328027
Chen, K., y Chen, C. (2022). Effects of university teachers’ emotional labor on their well-being and job satisfaction. Revista de Cercetare si Interventie Sociala, 78, 123-132. https://doi.org/10.33788/rcis.78.8
Chen, J., Lee, J. C.-K., y Dong, J. (2020). Emotional trajectory at different career stages: Two excellent teachers’ stories. Frontiers in Psychology, 11, 1-11. https://doi.org/10.3389/fpsyg.2020.01034
De-Ruiter, J., Poorthuis, A., y Koomen, H. (2021). Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality. Teaching and Teacher Education, 107, 1-12. https://doi.org/10.1016/j.tate.2021.103467
Dewaele, J.-M., y Wu, A. (2021). Predicting the emotional labor strategies of Chinese English foreign language teachers. System, 103, 1-14. https://eprints.bbk.ac.uk/id/eprint/46582/10/46582.pdf
Dickerson, M. K., Fenech, M., y Stratigos, T. (2024). Working with families: an investigation of early childhood educators’ emotional labour and wellbeing. Early Years, 1-17. https://doi.org/10.1080/09575146.2024.2393143
Diefendorff, J. M., Croyle, M. H., y Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339-357. https://doi.org/10.1016/j.jvb.2004.02.001
Ding, X., De-Costa, P., y Tian, G. (2022). Spiral emotion labor and teacher development sustainability: A longitudinal case study of veteran college English lecturers in China. Sustainability, 14(3), 1-19. https://doi.org/10.3390/su14031455
Donker, M., Erisman, M., van-Gog, T., y Mainhard, T. (2020). Teachers’ emotional exhaustion: Associations with their typical use of and implicit attitudes toward emotion regulation strategies. Frontiers in Psychology, 11, 1-15. https://doi.org/10.3389/fpsyg.2020.00867
Ergül-Bayram, P., y Eveyik-Aydın, E. (2023). The relationship between the emotional labor and burnout levels of EFL teachers at university preparatory schools. Teflin Journal, 34(2), 226-244. https://doi.org/10.15639/teflinjournal.v34i2/226-244
Greenier, V., Derakhshan, A., y Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 1-18. https://doi.org/10.1016/j.system.2020.102446
Gu, Y., y Wang, R. (2023). Why and when surface acting interferes with family functioning: The role of psychological detachment and family-supportive supervisor behaviors. Current Psychology, 42(24), 21227-21238. https://doi.org/10.1007/s12144-023-04319-4
Gu, Y., Wang, C., y Ma, J. (2024). Explaining the negative effects of workplace incivility on family lives: A moderated mediation model of surface acting and resource-providing variables. Frontiers in Psychology, 15, 1-14. https://doi.org/10.3389/fpsyg.2024.1409144
Ha, J.-P., Kim, J.-H., y Ha, J. (2021). Relationship between emotional labor and burnout among sports coaches in South Korea: Moderating role of social support. Sustainability, 13(10), 1-14. https://doi.org/10.3390/su13105754
Han, J., Yin, H., Yang, X., y Wang, F. (2021). Does emotional labor matter for university teaching? Examining the antecedents and consequences of university teachers’ emotional labor strategies. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.731099
Health Evidence (2009). Developing an efficient search strategy. https://healthevidence.org/practice-tools.aspx#PT2
Heffernan, T. A., y Bosetti, L. (2020). The emotional labour and toll of managerial academia on higher education leaders. Journal of Educational Administration and History, 52(4), 357-372. https://doi.org/10.1080/00220620.2020.1725741
Hine, R., Patrick, P., Berger, E., Diamond, Z., Hammer, M., Morris, Z. A., Fathers, C., y Reupert, A. (2022). From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context. Teaching and Teacher Education, 115, 1-12. https://doi.org/10.1016/j.tate.2022.103727
Hochschild, A. (1983). The managed heart: Commercialization of human feeling. University of California Press.
Hoffman, J. D., Brackett, M. A., Bailey, C. S., y Willner, C. J. (2020). Supplemental material for Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105-109. https://doi.org/10.1037/emo0000649.supp
Hökkä, P., Vähäsantanen, K., y Paloniemi, S. (2020). Emotions in learning at work: A literature review. Vocations and Learning, 13(1), 1-25. https://doi.org/10.1007/s12186-019-09226-z
Hong, Y., Huang, J.-H., y Zhang, J. (2022). Relationship between emotional labor and mental health in preschool teachers: Mediation of psychological capital. Frontiers in Psychology, 13, 1-9. https://doi.org/10.3389/fpsyg.2022.707961
Hu, Y. (2023). Examining the effects of teacher self-compassion, emotion regulation, and emotional labor strategies as predictors of teacher resilience in EFL context. Frontiers in Psychology, 14, 1-13. https://doi.org/10.3389/fpsyg.2023.1190837
Hu, Y., He, G., y Wang, W. (2023). Profiles of Chinese teachers’ emotional labor: Evolution and relations with job demands, resources, and burnout. Teaching and Teacher Education, 132, 1-13. https://doi.org/10.1016/j.tate.2023.104230
Huang, S., Yin, H., y Han, J. (2019a). Do Chinese teachers perform emotional labor equally? Multi-group comparisons across genders, grade levels and regions. Frontiers in Psychology, 10, 1-15. https://doi.org/10.3389/fpsyg.2019.00190
Huang, S., Yin, H., y Tang, L. (2019b). Emotional labor in knowledge-based service relationships: The roles of self-monitoring and display rule perceptions. Frontiers in Psychology, 10, 1-13. https://doi.org/10.3389/fpsyg.2019.00801
Hülsheger, U., y Schewe, A. (2011). Supplemental material for On the costs and benefits of emotional labor: A meta-analysis of three decades of research. Journal of Occupational Health Psychology, 16(3), 361-389. https://doi.org/10.1037/a0022876.supp
Kim, S., Zhan, Y., Hu, X., y Yao, X. (2021). Effects of customer entitlement on employee emotion regulation, conceding service behaviour, and burnout: The moderating role of customer sovereignty belief. European Journal of Work and Organizational Psychology, 30(1), 23-39. https://doi.org/10.1080/1359432X.2020.1797680
Küçükbere, R., y Balkar, B. (2021). Teacher accountability for teacher occupational professionalism: The effect of accountability on occupational awareness with the mediating roles of contribution to organization, emotional labor and personal development. Journal on Efficiency and Responsibility in Education and Science, 14(3), 167-179. https://doi.org/10.7160/eriesj.2021.140304
Li, G., y Tsang, K. (2023). Does accountability aggravate the risk of teacher burnout? Evidence from the Chinese education system. Behavioral Sciences, 13(9), 1-16. https://doi.org/10.3390/bs13090772
Lim, H., Lee, T.-J., Weng, C., y Lee, S. (2024). Effects of surface acting on exhaustion of Korean school counselors. Journal of Counseling & Development, 1-11. https://doi.org/10.1002/jcad.12536
Liu, H., Li, H., y Fang, F. (2024). “Behind the screen, I still care about my students!”: Exploring the emotional labour of English language teachers in online teaching during the COVID-19 pandemic. International Journal of Applied Linguistics, 34(2), 450-465. https://www.researchgate.net/publication/374674333_Behind_the_Screen_I_Still_Care_about_my_Students_Exploring_the_emotional_labour_of_English_language_teachers_in_online_teaching_during_the_COVID-19_Pandemic
Ma, P., Zhang, L., Dong, H., y Yu, J. (2023). The relationships between teachers’ emotional labor and display rules, trait emotions, exhaustion, and classroom emotional climate. Frontiers in Psychology, 14, 1-14. https://doi.org/10.3389/fpsyg.2023.957856
Mavi, D., y Özdemir, M. (2023). The mediating role of organizational climate in the relationship between school principals’ managerial roles and teachers’ emotional labors. Milli Eğitim Dergisi, 52(240), 2531-2552. https://doi.org/10.37669/milliegitim.1167593
Mingmei, Y., y Pek, L. (2024). Relationship between emotional labor and job satisfaction: A study on preschool teachers. International Journal of Evaluation and Research in Education (IJERE), 13(4), 2202-2209. https://doi.org/10.11591/ijere.v13i4.28151
Ntim, S., Qin, J., Antwi, C., Aboagye, M., Chen, S., y Mensah, E. (2024). “I-just-wanna-get-by” hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy. Current Psychology, 43(3), 2783-2798. https://doi.org/10.1007/s12144-023-04494-4
Ogunsola, K., Fontaine, R. A., y Jan, M. (2020). Impact of surface acting and deep acting techniques on teachers’ organizational commitment. PSU Research Review, 4(1), 61-79. https://doi.org/10.1108/PRR-10-2019-0031
O’Neil, D. (2018). English as the lingua franca of international publishing. World Englishes, 37(2), 146-165. https://doi.org/10.1111/weng.12293
O’Neil, S. M., y Gopal, J. (2021). “Just smile and wave”: Workplace requirements and emotional labour of academic staff at a South African university. Journal of Psychology in Africa, 31(5), 470-480. https://repository.up.ac.za/handle/2263/84854
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., y Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(n71). https://doi.org/10.1136/bmj.n71
Park, V., y Datnow, A. (2022). Principals’ emotions in school improvement: The role of people, practices, policies, and patterns. School Leadership and Management, 42(3), 256-274. https://doi.org/10.1080/13632434.2022.2071863
Peng, R., Hu, Q., y Kouider, B. (2023a). Teachers’ Acceptance of online teaching and emotional labor in the EFL context. Sustainability, 15(18), 1-19. https://doi.org/10.3390/su151813893
Peng, W., Liu, Y., y Peng, J.-E. (2023b). Feeling and acting in classroom teaching: The relationships between teachers’ emotional labor, commitment, and well-being. System, 116, 1-14. https://doi.org/10.1016/j.system.2023.103093
Rasheed-Karim, W. (2020). The effect of stressful factors, locus of control and age on emotional labour and burnout among further and adult education teachers in the U.K. International Journal of Emerging Technologies in Learning (iJET), 15(24), 26-37. https://doi.org/10.3991/ijet.v15i24.19305
Salavera, C., y Urbón, E. (2024). Emotional wellbeing in teachers. Acta Psychologica, 245, 1-8. https://doi.org/10.1016/j.actpsy.2024.104218
Saleem, Z., Hanif, A., y Shenbei, Z. (2022). A moderated mediation model of emotion regulation and work-to-family interaction: Examining the role of emotional labor for university teachers in Pakistan. Sage Open, 12(2), 1-24. https://doi.org/10.1177/21582440221099520
Sezen-Gultekin, G., Bayrakcı, M., y Limon, İ. (2021). The mediating role of organizational commitment on the relationship between emotional labor and work engagement of teachers. Frontiers in Psychology, 12, 1-13. https://doi.org/10.3389/fpsyg.2021.648404
Shi, Y., y Ouyang, M. (2024). Teachers’ emotional labor and occupational commitment: Teaching efficacy as a mediator and perceived COVID-19 crisis strength as a moderator. Social Behavior and Personality an International Journal, 52(6), 1-16. https://doi.org/10.2224/sbp.13097
Sumarlan, Y., y Kranrattanasuit, N. (2024). Emotional labor and strategy of the university lecturers in Thailand. Kasetsart Journal of Social Sciences, 45(3), 695-704. https://doi.org/10.34044/j.kjss.2024.45.3.01
Taxer, J. L., y Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how”. Teaching and Teacher Education, 74, 180-189. https://doi.org/10.1016/j.tate.2018.05.008
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., Lewin, S., Godfrey, C. M., Macdonald, M. T., Langlois, E. V., Soares-Weiser, K., Moriarty, J., Clifford, T., Tunçalp, Ö, y Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-473. https://doi.org/10.7326/M18-0850
Tsang, K. K. (2019). The interactional-institutional construction of teachers’ emotions in Hong Kong: The inhabited institutionalism perspective. Frontiers in Psychology, 10, 1-15. https://doi.org/10.3389/fpsyg.2019.02619
Tsang, K., Teng, Y., Lian, Y., y Wang, L. (2021). School management culture, emotional labor, and teacher burnout in Mainland China. Sustainability, 13(16), 1-17. https://doi.org/10.3390/su13169141
Tuti, G., y Özdemir, M. (2024). Teachers’ views on charismatic leadership, trust in the leader and emotional labor: Trabzon Province case. Pamukkale University Journal of Education, 61, 164-186. https://doi.org/10.9779/pauefd.1314078
Van-Eck, N., y Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111(2), 1053-1070. https://doi.org/10.1007/s11192-017-2300-7
Vinahapsari, C., Ibrahim, H., y Kimpah, J. (2024). Naturally felt emotions, work engagement: The moderating role of perceived organizational support. International Journal of Evaluation and Research in Education (IJERE), 13(3), 1411-1423. https://doi.org/10.11591/ijere.v13i3.27195
Wang, H., y Burić, I. (2023). A diary investigation of teachers’ emotional labor for negative emotions: Its associations with perceived student disengagement and emotional exhaustion. Teaching and Teacher Education, 127, 1-12. https://doi.org/10.1016/j.tate.2023.104117
Wang, H., Chiu, M., y Hall, N. (2023). Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects. Motivation and Emotion, 47(4), 650-668. https://doi.org/10.1007/s11031-023-10027-0
Wang, J. (2020). How managers use culture and controls to impose a ‘996’ work regime in China that constitutes modern slavery. Accounting y Finance, 60(4), 4331-4359. https://doi.org/10.1111/acfi.12682
Wang, X., y Bian, F. (2022). Teachers’ emotional labor in the context of new college entrance exam reform in Mainland China. Beijing International Review of Education, 4(1), 77-93. https://doi.org/10.1163/25902539-bja10014
Willis, A. (2024). Teachers prioritise relationships over curriculum for student well-being. Pedagogy, Culture and Society, 32(2), 473-489. https://doi.org/10.1080/14681366.2022.2055116
Wu, J., y Song, H. (2023). “Learn to conserve your passion and care”: Exploring the emotional labor of special-post teachers in Rural China. Sustainability, 15(3), 1-21. https://doi.org/10.3390/su15031991
Xia, W., Fan, Y., Bai, J., Zhang, Q., y Wen, Y. (2024). The relationship between organizational climate and job satisfaction of kindergarten teachers: a chain mediation model of occupational stress and emotional labor. Frontiers in Psychology, 15, 1-9. https://doi.org/10.3389/fpsyg.2024.1373892
Xie, S., Liang, L., y Li, H. (2022a). Emotional labor and professional identity in Chinese early childhood teachers: The gendered moderation models. Sustainability, 14(11), 1-14. https://doi.org/10.3390/su14116856
Xie, S., Wu, D., y Li, H. (2022b). The relationship between Chinese teachers’ emotional labor, teaching efficacy, and young children’s social-emotional development and learning. Sustainability, 14(4), 1-15. https://doi.org/10.3390/su14042205
Yakhlef, S., y Basic, G. (2024). Working with pupils who use alcohol and drugs: Emotional labour and crime prevention of Swedish high school staff members. European Journal of Social Work, 27(5), 1061-1072. https://doi.org/10.1080/13691457.2023.2276655
Yan, S. (2024). A study of the relationship between elementary school teachers’ occupational self-efficacy, emotional labor strategies and occupational well-being. Environment and Social Psychology, 9(6), 1-20. https://doi.org/10.54517/esp.v9i6.2368
Yoshida, Y., Sitas, N., Mannetti, L., O’Farrell, P., Arroyo-Robles, G., Berbés-Blázquez, M., González-Jiménez, D., Nelson, V., Niamir, A., y Harmáčková, Z. (2024). Beyond academia: A case for reviews of gray literature for science-policy processes and applied research. Environmental Science & Policy, 162, 1-11. https://doi.org/10.1016/j.envsci.2024.103882
Zaretsky, R., y Katz, Y. (2019). The relationship between teachers’ perceptions of emotional labor and teacher burnout and teachers’ educational level. Athens Journal of Education, 6(2), 127-144. https://doi.org/10.30958/aje.6-2-3
Zhang, Q., Li, W., Gao, J., Sun, B., y Lin, S. (2024). Teachers’ professional identity and job burnout: The mediating roles of work engagement and psychological capital. Psychology in the Schools, 61(1), 123-136. https://doi.org/10.1002/pits.23039
Zhang, Y., Tsang, K., Wang, L., y Liu, D. (2022). Emotional labor mediates the relationship between clan culture and teacher burnout: An examination on gender difference. Sustainability, 14(4), 1-12. https://doi.org/10.3390/su14042260
Zheng, X., Shi, X., y Liu, Y. (2020). Leading teachers’ emotions like parents: Relationships between paternalistic leadership, emotional labor and teacher commitment in China. Frontiers in Psychology, 11, 1-9. https://doi.org/10.3389/fpsyg.2020.00519
Zhu, S., y Zhou, M. (2022). High school English-as-a-foreign-language teachers’ emotional labor and job satisfaction: A latent profile analytical approach. Frontiers in Psychology, 13, 1-16. https://doi.org/10.3389/fpsyg.2022.950229
Zhu, X., Tian, G., y Liu, Z. (2022). The smaller the power distance, the more genuine the emotion: Relationships between power distance, emotional labor, and emotional exhaustion among Chinese teachers. Sustainability, 14(14), 1-17. https://doi.org/10.3390/su14148601
Zhu, X., Tian, G., Yin, H., y He, W. (2021). Is familism a motivator or stressor? Relationships between Confucian familism, emotional labor, work-family conflict, and emotional exhaustion among Chinese teachers. Frontiers in Psychology, 12, 1-11. https://doi.org/10.3389/fpsyg.2021.766047
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Kathia Pamela Guadalupe Sosa-Sánchez, Deneb Elí Magaña Medina, Norma Aguilar Morales
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
