Political actor and emotion in the elementary school Sujeto político y emoción en la escuela primaria

Abstract

This paper articulates the investigative process carried out in the Union Colombia School with the reflections of the project “Electoral Political Literacy for Peace and Territorial Development” reflecting on how working with affection can be considered as a pedagogical practice that guides the formation in school coexistence in boys and girls of first cycle of primary school. The research, based on a qualitative and narrative perspective, uses the stories of students as teachers to show that the development of pedagogical practices demands an in-depth analysis of what teachers do in school. The analysis and description of the stories contribute by identifying elements that must be considered to generate proposals for citizen education not only at the level of coexistence but also in the field of political education at various levels, because it allows us to confirm that human rights education makes a significant contribution to student coexistence.