TEACHING IS AN ACT OF LOVE: AFFECTIVITY AS A TRANSFORMATIVE POWER IN EDUCATION
DOI:
https://doi.org/10.63330/armv1n4-009Keywords:
Pedagogical love, Affectivity, Teaching practice, Pedagogical mediation, Humanizing educationAbstract
This article aims to analyze the contributions of love and affectivity in teaching practice, understanding these dimensions as structuring foundations for the construction of more humanized, ethical, and transformative educational processes. Through a qualitative, theoretical-reflective approach, based on a literature review, the contributions of classical and contemporary authors such as Paulo Freire, Rubem Alves, Carl Rogers, Humberto Maturana, Lev Vygotsky, Henri Wallon, Daniel Goleman, and Marc Brackett were analyzed. The results demonstrate that affectivity is not a peripheral aspect of pedagogical practice but a central element capable of enhancing teaching mediation, strengthening learning processes, and promoting the integral development of students. It is concluded that an educational practice guided by love contributes not only to academic success but also to the formation of ethical, empathetic, critical, and socially committed individuals.
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