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From the view of concepts related to emotions and feelings treated in the field of cognitive - behavioral neuroscience and its relation with the teaching-learning processes, this paper searches to analyze educational strategies that can contribute to the field of emergency synchronous remote teaching architectural design. Methodologically, the bibliographical research of exploratory nature is related to an experience of investigation about pedagogical methods of teaching architectural design in a postgraduate course, developed, in the second semester of 2020, during the period of emergency synchronous remote teaching due to the SARS-Cov-2 coronavirus.We seek to comprehend the benefits and limits of remote emergency teaching practices of architectural design, looking at factors such as emotions and feelings as important mediation tools on teaching-learning processes