Teaching Practice and Affectivity in a Technical Course in a Musical Course: Aesthetic and Sensitive Experiences

• Autor(a) principal: Soares Braga Pereira, Elineide
• Data de Publicação: 2023
• Outros Autores: Edna Brito, Antonia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/6459

This study aims to understand the aesthetic and sensitive experiences experienced by teachers in the Music Course of the Federal Institute of Education, Science and Technology of Piauí/IFPI. Teaching practice is understood as a systematic activity, historically determined, whose objective is the teaching-learning from the perspective of humanization. Affectivity is analyzed as from the contributions of Vygotsky (1998), Wallon (1968), among others. For Wallon (1968), affectivity constitutes a functional domain as important as intelligence for they are inseparable constructs in the psychic evolution of the being. Affectivity is understood as a process of sensitization that involves emotions and feelings, therefore, a constitutive aspect of human development. For this reason, affectivity and cognition emerge as inseparable aspects in the teaching-learning processes. In methodological terms, the study is based on the autobiographical method with the use of the narrative research. This type of research supports the development of reflection and revisits shared experiences, as well as provides self-development. The research took place at the Federal Institute of Education, Sciences and Technology of Piauí and five music teachers agreed to participate as subjects. The study pointed out that affectivity has repercussions on the aesthetic and sensitive experiences in the research collaborators' teaching practices, clarifying how these experiences are perceived and experienced in their daily practices. Keywords: Teaching practice. Affectivity. Aesthetic and sensitive experience.