Education on relationships and feelings as an integrative background for learning

Abstract

Contemporary pedagogical research identifies education in relationships and feelings as an essential integrative background for learning processes. Within this framework, schools are envisioned as educational communities that interweave learning with relational and personal development. This article presents a humanistic and integrated approach highlighting the role of the School Pedagogy Unit in designing relationship-centered educational pathways, fostering shared educational responsibility among school, family, and community.