Emotions and Teaching: pasd as Spaces of Transformation
DOI:
https://doi.org/10.38128/cienciayfilosofa.v14i15%20y%2016.112Keywords:
University teaching, Emotions, nonverbal communication, Moral violence, Teacher profesional developmentAbstract
This article examines the experience of the Programa de Actualización y Superación Docente (pasd, TeacherDevelopment and Improvement Program) at unam as a spacefor transformation in university teaching practice. Drawingon my own teaching trajectory within the program, I describe the transition from an initial focus on disciplinarycontent to the inclusion of axes related to communication, emotions, and the prevention of violence. This shift respondsto the need to make visible the affective and ethicaldimension of teaching, often overlooked in academiccontexts.
The article argues that pasd not only seeks to updateknowledge but also fosters learning communities and createssafe environments where teachers can recognize themselvesas emotional subjects. Three conceptual axes guide thereflection: emotions as neurophysiological and social phenomena; communication as a discursive practice thatshapes meanings and relationships; and moral and symbolicviolence as hidden forms of aggression that may occur in university life.
Experience shows that recognizing emotions and buildingspaces of trust strengthen teaching vocation, enhanceclassroom interaction, and help prevent dynamics ofviolence. In this way, pasd emerges as an innovative modelto rethink university teaching in its integral dimension, where knowledge, ethics, and the emotional sphere converge to enrich both educational practice and academic life.
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