Personal Encounter and Affective Links: "Pilot Guidance" and the Relational Nurturing Process in Education

Abstract

Educational institutions represent the special setting for teenagers´ socialization and development in Spain. The concern for some disruptive phenomenon which take place within the educational setting draws the attention to investigate the aspects of the educational relationship that contribute positively to students´ development and learning. From a qualitative research design, according to the criteria of theoretical sampling proposed in the methodology of qualitative data analysis of the «Grounded Theory», twenty-three individual interviews were done to secondary school parents, teachers and students. The achieved results allow to suggest the «encounter» between student and teacher, with its respective acceptance and mutual appreciation, as a central issue that enables affective link and the practice of "pilot guidance". The emergence of the basic social process referred as «relational nurturing» implies that affective support and an instructional guide empower educational and personal growth. The "pilot guidance" function, both with individuals and in class, constitutes the center of the educational relationship fostering the students´ full growth.

Keywords

• adolescencia
• Grounded Theory
• nutrición relacional
• pilotaje
• vinculación afectiva