{'fraction_non_alphanumeric': 0.018050541516245487, 'fraction_numerical': 0.0, 'mean_word_length': 5.301136363636363, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Emotions in the history of Latin American popular education: constructions for a thinking-feeling pedagogy

The purpose of this paper is to identify the presence of emotions in the constitution of popular education in Latin America, thus contributing to understand popular education as a thinking-feeling practice. It starts from the assumption that emotions are also historical and cultural expressions that mark societies and their understanding of education. In the chronicles of Guaman Poma de Ayala, one can see signs of the resistance to the conquest and of the ambivalence that characterizes coloniality; in Juana Inés de la Cruz, one hears the voice of a woman who breaks the silence; in Paulo Freire, lovingness and indignation are constitutive elements of his liberating pedagogy. In history, some emotions, such as honour, lose their strength or have their meaning changed; others, such as solidarity and insurgency, appear as possibilities of transformation in new times. The study attempts to contribute to the understanding of the complex relation between rationality and emotions in education.