Abstract
In the present article, we assume the objective of elucidating the relevance of taking love as lacking as an object of study of school education, approaching it, especially from the moral education. To this end, we start from a literature review on the theme, highlighting the tension between reason and emotion that permeated the understanding of love, as well as the appreciation of love marked by lack. In contrast to such understandings, we emphasize a perspective that understands that love requires retribution, and therefore it is a relationship that cannot be sustained unilaterally, and we likewise stress the need for self-awareness, self-care, and self-esteem. Based on these notes, we highlight the importance of a pedagogical approach on the subject and explain the justifications and possible methodological and epistemological ways that support a pedagogical approach about love, understanding, therefore, that formal education presents itself as a terrain. It is useful for the affectivity to be worked in a pedagogical way, aiming to favor the awareness about the feelings and actions that guide the experience of more just and equal affective and loving relationships. In this direction, we point to love as a cross-cutting and interdisciplinary theme of the school curriculum, which contributes to moral education. To this end, among other recognized paths, we will focus on conflict resolution methodology and project strategy.
Love; education; Conflict resolution; Project strategy