<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802021000200209</article-id>
<article-id pub-id-type="doi">10.21615/cesp.5067</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A importância da gramática dos afetos na aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Importance of Affections Grammar on Pedagogical Practice]]></article-title>
<article-title xml:lang="es"><![CDATA[La importancia de la gramática de los afectos en el aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Abílio Afonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Sabina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Évora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>209</fpage>
<lpage>228</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802021000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802021000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802021000200209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo teve por objetivo fazer uma abordagem de reflexão sobre a importância dos afetos na prática pedagógica, com o intuito de potenciar uma educação mais emotiva. Na perspetiva educativa, espera-se que a escola, na sua praxis nos diferentes espaços de ensino, consiga promover uma aprendizagem de excelência através de processos em que o aluno se aproprie, de forma autorregulada, dos conteúdos cognitivos. Tendo como referencial de abordagem as teorias de Vygotsky e Wallon, este contributo reflexivo realça a abrangência e pertinência para que este tema faça parte da agenda profissional de todos os que se dedicam à educação, com o objetivo de promover uma convivência de plena afetividade no processo de ensino e aprendizagem. Os comportamentos e atitudes são a essência na relação pedagógica e conferem um enorme impacto afetivo nos alunos, positivo ou negativo, dependendo da forma como essas interações são vivenciadas. Tendo em consideração a essencialidade da autorregulação da aprendizagem em contexto escolar, poder-se-á concluir que o afeto é o principal pilar da relação pedagógica, constituindo uma dimensão imprescindível na e para a educação de uma sociedade futura mais emotiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article reflects on the importance of affections in pedagogical action, to promote emotional education. In the educational perspective, it is expected that the school, in its praxis in the different teaching spaces, can promote excellence on learning through processes in which the student appropriates, in a self-regulated way, the cognitive contents. Based on both Vygotsky and Walloon&#8217;s theories, this reflective contribution emphasizes the scope and relevance of this topic as part of the professional agenda of all those involved in educational issues, promoting the coexistence of affect in teaching, and learning process. Behaviors and attitudes are the essence of the pedagogical relationship and convey a great affective impact on students, either positive or negative, depending on the way these interactions are experienced. Considering the significance of self-regulated learning in the school setting, it can be concluded that affection is the main foundation of pedagogical relationship, constituting an essential dimension of education for developing emotional skills in a future society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo fue reflexionar sobre la importancia de los afectos en la práctica pedagógica, con el fin de fomentar una educación más emocional. En la perspectiva educativa, se espera que la escuela, en su praxis en los diferentes espacios de enseñanza, pueda promover un aprendizaje de excelencia a través de procesos en que el alumno se apropie, de forma autorregulada, de los contenidos cognitivos. Con base en las teorías de Vygotsky y Wallon, esta contribución reflexiva subraya el alcance y la pertinencia de este tema como parte de la agenda profesional de todos los que se dedican a las cuestiones de la educación, con el objetivo de promover la coexistencia del afecto en el proceso de enseñanza y aprendizaje. Los comportamientos y las actitudes son la esencia de la relación pedagógica y confieren un gran impacto afectivo en los estudiantes, positivo o negativo, dependiendo de la forma en que se experimentan estas interacciones. Teniendo en cuenta la esencialidad de la autorregulación del aprendizaje en el contexto escolar, se puede concluir que el afecto es el pilar principal de la relación pedagógica, constituyendo una dimensión esencial en y para la educación de una sociedad futura más emocional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[afetos]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[relação pedagógica]]></kwd>
<kwd lng="en"><![CDATA[affections]]></kwd>
<kwd lng="en"><![CDATA[self-regulation of learning]]></kwd>
<kwd lng="en"><![CDATA[pedagogical relationship]]></kwd>
<kwd lng="es"><![CDATA[afectos]]></kwd>
<kwd lng="es"><![CDATA[autorregulación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[relación pedagógica]]></kwd>
</kwd-group>
</article-meta>
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