The Biology of Behavior and the Classroom

Abstract: Given the problem of what value we have attributed to emotions in teaching processes, this research aims to bring the potential of ethology (from Darwin to Ekman) in the practice of the classroom as a teaching strategy; with these specific objectives: (a) to reveal the reading of the expression of emotions with a view to students' responsive behavior; (b) to indicate its use in teachers' (self) development; (c) to propose, based on this use, the adjustment of teaching practice in the mediation of learning, as described by Jung in The Education by Example. The corpus was built from two extension events in public institutions, at undergraduate and graduate levels; and triangulated with the written records made by the participants, according to Jung's phenomenological-empirical approach, with structural hermeneutic analysis of units. Two cases are addressed in this paper in order to reveal the possibilities of (self) reflection based on the emerging contents as continuing teacher education research.