Ressonância afectiva e responsabilidade intelectual face a erros no desempenho docente

Abstract

The error study on professional quality mostly looked at the epistemological, cognitive and action areas, ignoring the affective and relational aspects which cannot be left out. Based on the work of authors who have focused on this dimension, this paper discusses its specificity in the field of education and proposes that teachers’ attitudes should change so that errors in teaching performance can be confronted and addressed. This would be a source of learning and a way to refresh practices.