Affective implications in the teaching work of Elementary School Teachers in Chiapas
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Abstract
This research article addresses emotions and their implications in the school context experienced by elementary school teachers in the State of Chiapas, Mexico. For this purpose, classroom cases were cited, and the teacher expressed in writing the emotion generated. The situations allowed to conclude that the emotions experienced in school compromise the teacher's actions in relation to what occurs; they are stressed in the face of adversities in the school context, which in a certain way is reflected in the teachers’ pedagogical processes and behavior. As a result of the investigation, the elementary school teachers notice the polarity of annoyance and joy in the face of the citations presented, and how these emotions build their being and teaching practice.