Importance of Affections Grammar on Pedagogical Practice
DOI:
https://doi.org/10.21615/cesp.5067Keywords:
pedagogical relationship, self-regulation of learning, affectionsAbstract
This article reflects on the importance of affections in pedagogical action, to promote emotional education. In the educational perspective, it is expected that the school, in its praxis in the different teaching spaces, can promote excellence on learning through processes in which the student appropriates, in a self-regulated way, the cognitive contents. Based on both Vygotsky and Walloon’s theories, this reflective contribution emphasizes the scope and relevance of this topic as part of the professional agenda of all those involved in educational issues, promoting the coexistence of affect in teaching, and learning process. Behaviors and attitudes are the essence of the pedagogical relationship and convey a great affective impact on students, either positive or negative, depending on the way these interactions are experienced. Considering the significance of self-regulated learning in the school setting, it can be concluded that affection is the main foundation of pedagogical relationship, constituting an essential dimension of education for developing emotional skills in a future society.
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