Desarrollo de habilidades socio-afectivas desde la neurociencia

Abstract

Objective: to highlight the contribution of the neuropsychological structure of the university student in the development of the socio-affective skills that are generated in the personality of the student during the university teaching-learning process. Method: through an analytical, synthetic process and diagnostic experience of the intentional systematic individual and group educational process, ranging from the intersubjective to the intrasubjective. Result: the description of the experiences, reflected in pleasant or unpleasant affects produced in the interactions with the co-learners and the teacher, called learning of socio-affective skills that is reflected in the unity between the cognitive and affective world of the university student’s personality. . This indissoluble unity cannot be explained apart from complex neural links, which govern the learner’s behaviors, until they become socio-affective skills, since they allow him to operate within the framework of the interpersonal relationships typical of the teaching-learning process. Conclusion: socio-affective learning is the basis for potential learning, which will favor the management of pleasant affective states and the management of unpleasant ones; it is not only an individual phenomenon of neuropsychic processes but they are also of a socio-historical and cultural nature.