PRÁCTICA PEDAGÓGICA AFECTIVA EN EL PROCESO DE APRENDIZAJE DE ESTUDIANTES UNIVERSITARIOS

The objective of the study is to know the perception of the students about the affective pedagogical practice in the learning process. The units of analysis were six undergraduate participants from a private Peruvian university, to whom semi-structured interviews were applied. The design was field, cross-sectional, univariate, with a phenomenal interpretation perspective. The results allowed to obtain the following emerging categories: significant learning, motivation, communication, self-esteem, academic performance and personal development. It was concluded that the student learning process is optimal when teachers exhibit a significant level of affectivity in their classes; However, the absence of this decreases the positive achievement of learning. That is to say, for the most part, the classes are pleasant, when a motivating environment is fostered, they feel recognized, with better performance and communication, which contribute optimally to their learning process and their integral development.