Two theories of emotion for a comprehensive reflection in pedagogy of language.

The comprehension that Colombian pedagogy of language has of emotions sports a classical view of emotions where they are understood as bodily universal reactions, non-cognitive elements, brutal forces devoid of reason or animal parts inherited from the development of the human species. Hence, this monography seeks to analyze the extent to which the theory of constructed emotion and the cognitive-evaluative theory of emotion contribute to a comprehensive reflection on emotions within pedagogy of language. To reach this goal, a qualitative approach and the method of constructive grounded theory is used. As a result, it is found that pedagogy of language needs to be understood as a pedagogy of sense where emotions are goal-based concepts, unities of symbolic and perceptual representations, that students use as indelible sources to construct sense, evaluate, and interact with the world.

• Autores: Núñez Peña, Michael Steven
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2024
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: eng
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/20462
• Acceso en línea: http://hdl.handle.net/20.500.12209/20462
• Palabra clave: Construcción del sentido; Pedagogia del lenguaje; Teoría cognitivo - Evaluativa de la emoción; Teoría de la emoción construida; Construction of sense; Pedagogy of language; Cognitive evaluative theory of emotions; Constructed theory of emotions
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc-nd/4.0/