Contextos afectivos y cognitivos en los procesos de aprendizaje

Abstract

Thorough a theory of social action as performance and an interpretation of crucial dilemmas of evolution´s paths in the present world (energy´s transformation in information and control or energy´s transformation in wisdom), the author explores the relations between the affective and cognitive contexts which are in the root of learning through competences in the school´s scene. The social production of affect in education is needed to go far ahead of some pedagogical traditions, with inherited bias: therefore, the author suggest new approaches that take into full account the subject and his affective context. Some empirical research is being made to support this view.