Relazioni ed emozioni nella costruzione della professionalità docente

The aim of this paper is to explore emotions and relationships at school, in order to obtain clear developmental directions relating to teachers’ education. Learning and teaching processes are complex, mainly due to the interplay between the cognitive, emotional and action dimensions that call the self into question; if what one learns and how one does it, as well as the choices of teaching, form and are the derivative of ways of dealing with culture and knowledge and of an idea of the self as a subject that builds knowledge, the relational and emotional dimensions go through these processes in a very significant way; therefore, it is a priority to consciously guide the socio-emotional exchanges through which the learning and teaching processes are carried out. Teachers’ education needs to be more specialized in order to build emotional and relational competences to be able to face and guide the growing criticality that permeates the relationship between the stakeholders in the school system, teachers, students and parents.