Communication and Affectivity in the being and Pedagogical Doing of the Teacher of the Communication Career

Authors: Edith Liccioni*, Magda Cejas, Julio Bravo and Myriam Murillo

DOI: 10.23880/pprij-16000396

Volume 9, Issue 1

Abstract

This article makes an epistemic journey of communication in man, its relevance in everyday intersubjective processes and empathic communication problems in university contexts. Purpose to interpret the communication and affectivity of being a teacher of the Communication career of the National University of Chimborazo from its Pedagogical work. In addition, the relevance of the word for communicators and the vision of communicative competence from the communication career are discussed. Communicative competence is seen not as a doing, but from being, to understand and achieve processes of teacherstudent intersubjectivity. Then bridges are established with the theory of communicative action of Habermas (1999) who offers a phenomenological vision of communication to achieve consensus and meetings mediated by the word. From the interpretive paradigm and the phenomelogical-hermeneutical method, and discourse analysis. It ends with the reaffirmation that it is only.

Keywords: Communication; Affectivity; Serum; Pedagogy; Professors Communicative Competance

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