Pragmatic strategies to raise awareness in CEIS teachers “Divino Niño” from the pedagogy of love and tenderness

Abstract

Today to speak of motivation in Initial education is to mention an element that seems to have disappeared over time, being a teacher means being committed to the process of comprehensive training of the people to whom the pedagogical action is dedicated, especially when it comes to of boys and girls of early age. In this order of ideas, the concern that overwhelms the author of this research is to create pragmatic strategies to sensitize teachers from the pedagogy of love and tenderness. In accordance, the purpose of this study is to promote assertive strategies so that the teaching staff of the CEIS "Divino Niño" improve their educational praxis through the pedagogy of love and tenderness. Given that emotional education is an educational process, continuous and permanent, which aims to enhance emotional development as an essential complement to cognitive development, both constituting the essential elements of the development of the integral personality and from the pedagogy of tenderness is the recognition of differences, ability to understand, tolerate, dialogue and reach agreements, to build collectively also learning from those who "do not know", to dream, laugh, face adversity and learn from defeats, failures, as well as successes and The successes. For this, the study is inserted in the Transformative Participatory Action Research under the qualitative approach, socio-critical paradigm, the institutional performance research line, the key informants are the CEIS teachers, the information collection technique is participant observation.