Abstrac
When the authors refer to education with a human sense or as a human practice, they are referring to going beyond the fact of sharing knowledge, beyond the classic and imposing educational fact where the student will receive what the teacher knows and must teach according to a merely established program. This human practice then refers to the part of knowing the emotional complexities that students have, instead of asking if they know or how much they know, questions about what they feel or how they feel, in this way the role of the teacher becomes an explorer of the work group to know the realities of each one and in this way be able to transcend in the educational fact as such.
The objective of this research is to analyze teaching practice as a process of social action that measures the possibility of human fulfillment, from an approach assigned to human development, which includes the PERMA model and the approach to capabilities, including emotional capabilities as a possibility that teachers have to achieve well-being and quality of life. This is a descriptive research based on documentary analysis using primary, secondary and specialized sources. Among the results, they highlight that the main benefit is to stimulate personal fulfillment that makes it possible to advance in performance purposes, which reflect the teacher's potential in satisfaction and social recognition of their work.
Keywords: Teaching practice; emotions; PERMA model; coexistence; social development.
From this perspective, the teaching exercise aims to promote the well-being of the student by offering opportunities for interaction and understanding of the educational process as a process of building knowledge adapted to the social singularity of the student, increasing the levels of performance because it is worked from the adaptive capacity of each particular case, with a purely humanistic approach that aims to favor the social construction of a modern educational model.
In this sense, this approach is anchored to the PERMA model devised by the positivist psychologist Seligman in 2016, which promotes a kind of emotional connection that leads to the maximum performance of people within clearly favorable environments. Its system is classified according to its following components according to its acronym in English: 1) Positive emotions; 2) Engagement; 3) Positive relationships; 4) Meaning; and, 5) Accomplishment.
Therefore, the adoption of this model places the students as protagonists, who will converge in a positive environment and the teacher who will explore and adapt his teaching practice to enhance the human and relational capacities of his students in the educational environment with the clear purpose of enhancing their cognitive and socio-structural skills to favor the best development and social integration of these with their context.
Práctica docente como ejercicio con sentido humano: Reflexion frente a la educación
Desde esta perspectiva, el ejercicio docente pretende promover el bienestar del estudiante ofreciendo oportunidades de interacción y comprensión del proceso educativo como un proceso de construcción de conocimientos adaptado a la singularidad social del estudiante, incrementando los niveles de desempeño porque Se trabaja desde la capacidad adaptativa de cada caso particular, con un enfoque puramente humanista que pretende favorecer la construcción social de un modelo educativo moderno.
En este sentido, este enfoque está anclado en el modelo PERMA ideado por el psicólogo positivista Seligman en 2016, que promueve un tipo de conexión emocional que conduce al máximo rendimiento de las personas dentro de entornos claramente favorables. Su sistema se clasifica según sus siguientes componentes según su sigla en inglés: 1) Emociones positivas; 2) Compromiso; 3) Relaciones positivas; 4) Significado; y, 5) Logro.
Por lo tanto, la adopción de este modelo coloca como protagonistas a los estudiantes, quienes convergerán en un ambiente positivo y al docente que explorará y adaptará su práctica docente para potenciar las capacidades humanas y relacionales de sus estudiantes en el ambiente educativo con el claro propósito de potenciando sus habilidades cognitivas y socioestructurales para favorecer el mejor desarrollo e integración social de estos con su contexto.
Fountain: Arboleda López, A. P., Acosta Sánchez, R. A., Garcés Giraldo, L. F., & Sepúlveda Aguirre, J. (2022). Teaching practice as an exercise with human meaning: Reflection on education. Journal of Social Sciences, 28(2), 99-109. https://doi.org/10.31876/rcs.v28i2.37930. Available https://produccioncientificaluz.org/index.php/rcs/article/view/37930/41832
