The communicator teacher

An intersubjective approach from the pedagogy of emotion

Abstract

In an era in which communication is strongly associated with the media and technology, it seeks to give a humanizing meaning to the act of communicating in the classroom, interpreting elements of the university professor's discursiveness about the intertwining of consensual coordination between the teacher and the student and its intersubjective dimension for the construction of relationships that imply an "excitement" to transform the student and the same educator, through a coexistence that involves the recognition of the other as a legitimate other. With these considerations, the research is assumed from the qualitative paradigm, with a phenomenological-hermeneutical methodology aimed at investigating, in their role as key informants, in university professors their knowledge, opinions and lived experience to interpret and understand the phenomenon of educating entering into relationship with the subject who learns. The in-depth interview was used as a collection technique and categorization as an analysis instrument to later provide the results that allowed the construction of the theoretical approach, based on the interpretation of the information and the reflection coming from this subjective process.