La emoción como principio pedagógico en el proceso de enseñanza y aprendizaje

Abstract

This paper is the result of Semiotics and Pedagogy Seminar: ways of reflecting from the subject-world interaction. Part of an approach to pedagogical hermeneutics whose purpose is to analyze the different semiosis that occur in the educational act from the emotions. For this, the theoretical approaches of Goleman (2011), Foucault (1990), Freire (2004) and Perez (2009) were reviewed and analyzed, among other authors, with the intention to discern about the emotions and their impact on the process of Teaching and learning. It is based on the criterion that emotion is a pedagogical principle, since it plays a significant role in all teaching and learning processes