The educational process and the dynamic relational cognition-affection: sociological and philosophical sources

Abstract

This article discusses the cognitive-affective aspects of the educational process, inserted into the speech when authors examine the philosophical and sociological foundations of education. In this context, is situated in the epistemology of complexity of Edgard Morin, emphasizing his reflections on the works: The seven Knowledge Required to Education of the Future (2000), Head and Well-done (2001), to systematize key indicators that can guide teachers in their pedagogical actions in order to develop an educational process capable of meeting the demands of the XXI Century. Relations teaching-learning, teacher-student involve a direct interaction between the individuals involved in educational environments to promote human, understood as spaces of intersubjectivity between peers and between groups that recognize the multidimensionality of educational action, and the very human condition of being subject cognoscente, affective and sociocultural. The study literature search the foundations of education in the reflections of Jean-Jacques Rousseau who lived from 1712 to 1778, and Edgar Morin born in 1921, although of different periods, both are very influential in today’s educational thought, when considering the complexity of educational process that includes cognitive and affective in teaching proposal, aimed at the promotion of human potential, with a commitment to ensure the progress of hominização. Keywords: Educational. Processes. Cognition. Affection. Sources. Philosophical. Sociological.