Las New Pedagogies: Deep Learning and Socio-Emotional Education

Abstract

The so-called new pedagogies (Fullan and Langworthy, 2014) have provided a broad alternative to guide processes of change and improvement at the level of traditional conceptions of learning. In particular, the concept of deep learning (Báez and Onrubia, 2016; Fullan and Langworthy, 2014; Valenzuela, 2008) refers to an integration among intrapersonal, interpersonal, and cognitive aspects. This article aims to analyze the literature on deep learning based on the challenges of public policy regarding the roles of learning and their comprehensive nature. It also discusses the relevance of the concept of socio-emotional learning (Berger et al., 2014; Dix et al., 2012; Elias et al., 2007; Zins et al., 2004) and the challenges of Initial Teacher Training.