La incidencia de la Dimensión Afectividad en la Dialógica del Docente de Física

Abstract

This research aimed to reach a theoretical consensus structure on the incidence of the affectivity dimension in the dialogic of the Physics teacher in his pedagogical praxis in the construction of knowledge in Venezuelan University Education. Focused on sociocultural processes and oriented under the qualitative paradigm, supported ontologically and epistemologically in phenomenology and hermeneutics. The information was obtained by means of an in-depth interview with the protagonists, represented by university professors selected with the criterion denominated snowball. The phenomena were studied according to the perspective of the subjects, considering their frame of reference, either in the context where they developed as subjective biographical agents, as in their many experienced contingencies, which generated attitudes and knowledge. On the other hand, the triangulation as a contrast provided credibility and validity to the procedure. It emerged that affectivity is present in theactions of the teacher, therefore the emotions represent essential elements in the assimilation of knowledge of physics, it is through the feeling that the teacher makes ideas of reality and interacts with the student, therefore, Cannot be disconnected from the cognitive plane of being, in the process of teaching contents of physics. It was also shown that empathy is the engine of classroom activities and one of the most solid foundations on which teachers well-being and teacher-student dialogues are based. This is a consequence of understanding in all its complexity the act of Learning in physics requires going beyond the cognitive