¿Qué tienen que ver las emociones con la participación en la escuela?

In this article we intend to reflect on participation in education
and the emotions that make it possible. Our goal is to dwell
on some key concepts to contribute to a greater and better
understanding of what it means to be part and take part in the
school, and to make a progressive approach to those emotions
that help us live and coexist democratically and peacefully
with others. Thus, we take into consideration the links between
participation and education pointing at two opposite types
of participation: directed and open. Then we explore some of
the requisites that allow us to participate in a genuine way,
emphasizing that participation should be lived instead of
learned. Afterwards, we focus on the school as a community
of participation and as a place of intergenerational encounter.
Here, the current generation provides space and time for the
new generation to explore the world and to explore themselves
in relation to the world. As a result, we suggest the need to
address emotions no longer as an individual expression of
feelings that need to be regulated or developed in order to
participate, but as community emotions that help us to exist
along with those who are not like us. We refer, therefore, to
political emotions understood as those that allow both to
manage differences without erasing them and hold together
communities of diversity and plurality. We conclude arguing
that the emotions that should be educated to participate in
the school community are those that guide us toward values of
freedom, equality and solidarity.