Abstract

NOSEI, Cristina  and  CAMINOS, Gabriela. The Role of Emotions in Teacher Education: the importance of vocation as an instituting passion. Prax. educ. [online]. 2014, vol.18, n.2, pp.62-73. ISSN 0328-9702.

Facing the increasing marginalization process, the school is seen as a space capable of enabling social inclusion. From that place S. Duschatzky argues that the school as a limit boundary more than a limit is a horizon. The metaphor of the border-horizon refers to the idea of a meeting space in which the spoken word enables the negotiation of meanings. Border hospitality is expected from others to establish a mutually founding dialogue. In contrast to this view the border-limit refers to a place designed to avoid the danger that is attributed to these different Others. In this context hospitality gives way to hostility and the integration discourse in action produces fractures, rationalizes and maintains differences. Without ignoring the multiplicity of causes capable of influencing the formation of the different borders that can be built at school, our responsibility as teacher educators should compel us to instill in our students’ the passion and instituting emotions that will enable them to deconstruct the modes of feeling, thinking and doing in an exclusive school tradition, to institute genuine inclusive spaces in the field of compulsory education.

Keywords : Teacher education; Emotions; Compulsory education; Inclusive education.

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