Impact of interpersonal relationships on the quality of the pedagogical process from the perspective of educational actors
Abstract
This work contextualizes the fundamental elements of the educational process, exploring how they intertwine with the quality of human relationships within the school environment. Its purpose is to examine how interpersonal interactions influence the essence of the pedagogical process, from an integrative perspective among the actors involved. The method follows a theoretical and argumentative approach, analyzing fields such as developmental psychology, emotional education, school management, and critical pedagogy, which invites reflection on the role of elements such as trust, empathy, and effective communication. These act as epistemological and affective devices, indispensable for the co-creation of knowledge and for establishing a safe environment for students. It is based on the theories of authors such as Vygotsky, Goleman, and Pianta, who argue that the emotional dimension is a vital catalyst driving motivation and academic engagement, integrating innovative pedagogical strategies for their success. It concludes that human connections are an essential pillar that enables the construction of meaningful knowledge, fosters motivation, and enhances the effectiveness of the teaching process.
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