Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study.
Descripción del Articulo
Objective: to know the influence of Emotional Pedagogy in the development of learning, from the perspective of Mexican high school students. A qualitative, descriptive and cross-sectional study was carried out from March to June 2024, in 5 high schools in Coahuila, Mexico. The sample of 91 participa...
| Autores: | , , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2024 |
| Institución: | Universidad Nacional Autónoma de Huanta |
| Repositorio: | Puriq |
| Lenguaje: | español |
| OAI Identifier: | oai:ojs2.www.revistas.unah.edu.pe:article/714 |
| Enlace del recurso: | https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714 |
| Nivel de acceso: | acceso abierto |
| Materia: | Pedagogía emocional enseñanza aprendizaje preparatoria Pedagogia emocional ensino aprendizao ensino médio Pedagogy of emotions teaching process learning high school |
| id |
REVUNAH_32df1cead62ed358bcde26ea88f962de |
|---|---|
| oai_identifier_str |
oai:ojs2.www.revistas.unah.edu.pe:article/714 |
| network_acronym_str |
REVUNAH |
| network_name_str |
Puriq |
| repository_id_str |
|
| dc.title.none.fl_str_mv |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study. Influencia de la Pedagogía Emocional en el aprendizaje de preparatorianos mexicanos. Estudio cualitativo. Influência da Pedagogia Emocional na aprendizagem de estudantes mexicanos do ensino médio. Estudo quialitativo. |
| title |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study. |
| spellingShingle |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study. Terrazas-Medina, Tamara Isabel Pedagogía emocional enseñanza aprendizaje preparatoria Pedagogia emocional ensino aprendizao ensino médio Pedagogy of emotions teaching process learning high school |
| title_short |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study. |
| title_full |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study. |
| title_fullStr |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study. |
| title_full_unstemmed |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study. |
| title_sort |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study. |
| dc.creator.none.fl_str_mv |
Terrazas-Medina, Tamara Isabel Morlett-Villa, Zaida Francisca Flores-López , Beatriz Adriana Hernández-Rivera, Diana |
| author |
Terrazas-Medina, Tamara Isabel |
| author_facet |
Terrazas-Medina, Tamara Isabel Morlett-Villa, Zaida Francisca Flores-López , Beatriz Adriana Hernández-Rivera, Diana |
| author_role |
author |
| author2 |
Morlett-Villa, Zaida Francisca Flores-López , Beatriz Adriana Hernández-Rivera, Diana |
| author2_role |
author author author |
| dc.subject.none.fl_str_mv |
Pedagogía emocional enseñanza aprendizaje preparatoria Pedagogia emocional ensino aprendizao ensino médio Pedagogy of emotions teaching process learning high school |
| topic |
Pedagogía emocional enseñanza aprendizaje preparatoria Pedagogia emocional ensino aprendizao ensino médio Pedagogy of emotions teaching process learning high school |
| description |
Objective: to know the influence of Emotional Pedagogy in the development of learning, from the perspective of Mexican high school students. A qualitative, descriptive and cross-sectional study was carried out from March to June 2024, in 5 high schools in Coahuila, Mexico. The sample of 91 participants was obtained from typical cases and the data collection was based on qualitative questionnaires in Forms. The results indicated that some teachers proposed positive learning environments where respect and affectivity were the basis for learning. It seems that a link was found between: the curriculum, which involved the formality of the system; learning, which developed knowledge; and learning, which involved the emotional. It was concluded that Emotional Pedagogy was not rhetoric, but actions full of specific achievements, which resisted the most evident prophecies for the less favored. |
| publishDate |
2024 |
| dc.date.none.fl_str_mv |
2024-11-25 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo Original |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714 10.37073/puriq.6.714 |
| url |
https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714 |
| identifier_str_mv |
10.37073/puriq.6.714 |
| dc.language.none.fl_str_mv |
spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714/888 https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714/889 https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714/890 https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714/891 10.37073/puriq.6.714.g888 10.37073/puriq.6.714.g889 10.37073/puriq.6.714.g890 10.37073/puriq.6.714.g891 |
| dc.rights.none.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf text/html text/xml application/zip |
| dc.publisher.none.fl_str_mv |
Universidad Nacional Autónoma de Huanta |
| publisher.none.fl_str_mv |
Universidad Nacional Autónoma de Huanta |
| dc.source.none.fl_str_mv |
Puriq; Vol. 6 (2024): january-december: continuous publication; e714 Puriq; Vol. 6 (2024): enero-diciembre: publicación continua; e714 Puriq; v. 6 (2024): Janeiro-Dezembro: publicação contínua; e714 2707-3602 2664-4029 10.37073/puriq.6.2024 reponame:Puriq instname:Universidad Nacional Autónoma de Huanta instacron:UNAH |
| instname_str |
Universidad Nacional Autónoma de Huanta |
| instacron_str |
UNAH |
| institution |
UNAH |
| reponame_str |
Puriq |
| collection |
Puriq |
| repository.name.fl_str_mv |
|
| repository.mail.fl_str_mv |
|
| _version_ |
1846881498120060928 |
| spelling |
Influence of Emotional Pedagogy on the learning of Mexican High School students. Qualitative study.Influencia de la Pedagogía Emocional en el aprendizaje de preparatorianos mexicanos. Estudio cualitativo.Influência da Pedagogia Emocional na aprendizagem de estudantes mexicanos do ensino médio. Estudo quialitativo.Terrazas-Medina, Tamara IsabelMorlett-Villa, Zaida FranciscaFlores-López , Beatriz AdrianaHernández-Rivera, DianaPedagogía emocionalenseñanzaaprendizajepreparatoriaPedagogia emocionalensinoaprendizaoensino médioPedagogy of emotionsteaching processlearninghigh schoolObjective: to know the influence of Emotional Pedagogy in the development of learning, from the perspective of Mexican high school students. A qualitative, descriptive and cross-sectional study was carried out from March to June 2024, in 5 high schools in Coahuila, Mexico. The sample of 91 participants was obtained from typical cases and the data collection was based on qualitative questionnaires in Forms. The results indicated that some teachers proposed positive learning environments where respect and affectivity were the basis for learning. It seems that a link was found between: the curriculum, which involved the formality of the system; learning, which developed knowledge; and learning, which involved the emotional. It was concluded that Emotional Pedagogy was not rhetoric, but actions full of specific achievements, which resisted the most evident prophecies for the less favored.Objetivo: conocer la influencia de la Pedagogía Emocional en el desarrollo de los aprendizajes, desde la perspectiva de preparatorianos mexicanos. Estudio cualitativo, descriptivo y transversal, se llevó a efecto de marzo a junio de 2024 en 5 escuelas preparatorias de Coahuila, México. La muestra de 91 participantes se obtuvo a partir de casos típicos y, la recolección de los datos fue a partir de cuestionarios cualitativos, en Forms. Los resultados indicaron que algunos docentes plantearon ambientes de aprendizaje positivos donde el respeto y la afectividad fueron base del aprendizaje, pareciera que se encontró el vínculo entre: la currícula, que involucró la formalidad del sistema; el aprendizaje, que desarrolló saberes y; el aprehender, que involucró lo emocional. Se concluyó que la Pedagogía Emocional no fue retórica, fueron acciones llenas de realizaciones específicas, que resistieron a las profecías más evidentes para los menos favorecidos.Objetivo: conhecer a influência da Pedagogia Emocional no desenvolvimento da aprendizagem, na perspetiva dos estudantes mexicanos do ensino secundário. Foi realizado um estudo qualitativo, descritivo e transversal, de março a junho de 2024, em 5 escolas secundárias de Coahuila, México. A amostra de 91 participantes foi obtida a partir de casos típicos e a recolha de dados baseou-se em questionários qualitativos em formulários. Os resultados indicaram que alguns professores criaram ambientes de aprendizagem positivos onde o respeito e a afetividade eram a base da aprendizagem, parecendo existir uma ligação entre: o currículo, que envolvia a formalidade do sistema; a aprendizagem, que desenvolvia o conhecimento; e a aprendizagem, que envolvia o emocional. Concluiu-se que a Pedagogia Emocional não era retórica, eram acções cheias de realizações concretas, que resistiam às profecias mais óbvias para as menos favorecidas.Universidad Nacional Autónoma de Huanta2024-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtículo Originalapplication/pdftext/htmltext/xmlapplication/ziphttps://www.revistas.unah.edu.pe/index.php/puriq/article/view/71410.37073/puriq.6.714Puriq; Vol. 6 (2024): january-december: continuous publication; e714Puriq; Vol. 6 (2024): enero-diciembre: publicación continua; e714Puriq; v. 6 (2024): Janeiro-Dezembro: publicação contínua; e7142707-36022664-402910.37073/puriq.6.2024reponame:Puriqinstname:Universidad Nacional Autónoma de Huantainstacron:UNAHspahttps://www.revistas.unah.edu.pe/index.php/puriq/article/view/714/888https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714/889https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714/890https://www.revistas.unah.edu.pe/index.php/puriq/article/view/714/89110.37073/puriq.6.714.g88810.37073/puriq.6.714.g88910.37073/puriq.6.714.g89010.37073/puriq.6.714.g891Derechos de autor 2024 Tamara Isabel Terrazas-Medina, Zaida Francisca Morlett-Villa, Beatriz Adriana Flores-López , Diana Hernández-Riverahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.www.revistas.unah.edu.pe:article/7142024-12-10T14:35:10Z |
| score |
12.627559 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
