Ethical values and emotions from the development of active methodologies in teacher training

Abstract

The development of active methodologies has been the object of theoretical and practical analysis in this proposal, as the need for students to be the main protagonists of the teaching-learning process, ceasing to be knowledge recipients to become active producers of new knowledge. It has been found that these, by themselves, do not achieve the desired impact if the relationship between ethical values ​​- emotions is not undertaken, this first experience being collected in the book: Education, ethics and values. Another look from the educational practice, published in 2018. Therefore, the objective of this research was to demonstrate from similar contexts and periods the similar results that were achieved in the learning of teachers from this relationship. A participant observation methodology was used from the polarity criteria of the semantic differential tables to evaluate emotional states from a participatory action research design. The analogous results obtained from evaluations organized in three different periods and contexts, allowed us to arrive at a pedagogical principle, which favors ethical values, thus demonstrating the impact and priority that emotions have, in the development of learning and the promotion of the values ​​in the subjects.