Una propuesta pedagógica desde la articulación de la dimensión emotiva en la cognitiva racional.

Abstract

This article aims to demonstrate that the brain regulates learning; the study is distributed in three central axes, the first corresponds to historical research from the philosophical chronology on emotions, examining their impact on pedagogy, it is considered that, there is a lack of knowledge of the structures preventing the talk of a pertinent pedagogy. The second axis, is the systematic one, at this point the brain is studied, and it is intended to demonstrate the articulation of the emotional dimension in the rational cognitive without neglecting the sensive dimension, in view of the articulation fostering a sustainable pedagogy from the study of brain structure and functionality. Finally, an informed pedagogy is consolidated from the brain structures, obtaining greater relevance; the pedagogical practice is postulate from interventions that stimulate the brain, leading to improvements in the activity of learning, to which it is coined, the importance and influence that emotions have in learning, because it highlights aspects that are needed in every educational act such as, motivation, moods in the school classroom, the significance that emotions give to learning activities and memory. It is argued that all pedagogical processes are supported in the structure of the brain.