El principio de emocionalidad-corporeidad: Un complemento al modelo de aprendizaje ideológico

the dialogical learning model has meant a true turn for modern teaching, specially for pedagogies developed in areas of deep social and educational disparity in different geographical contexts (europe and south america); serving as a fundamental support in several transformation processes that schools have assumed aiming to overcome educational disparities. the transformational processes experienced by chilean public schools that worked under the dialogical learning model as the axis of their transformation of the pedagogical action in the classroom have allowed suggesting a new principle to the before mentioned model called ？principle of emotionality-corporeity？ through the systematic follow-up of case studies and under the scope of contemporary neuroscience.