A study on emotions and feelings in school learning

• Autor(a) principal: Brito, Maria Remédios
• Data de Publicação: 2012
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Comunicações
• Texto Completo: https://www.metodista.br/revistas/revistas-unimep/index.php/comunicacoes/article/view/957
• topic: Do caminho do criador, Zaratustra, Formação; Vigotski and emotions; feelings and emotions in the classroom; the teacher’s mediation.

The intent of this paper is to discuss the role of affection in the teaching-learning processes, based on Vigotski’s perspective. Espinosa’s studies provided the basis for Vigotski’s reflections on the relationship between emotions and other aspects of the human mental life. These reflections grounded a doctoral research that discussed the interdependence between feelings and though. To this end, such study focused on the teaching-learning processes in school, identifying those emotions and feelings that participate and influence the processes of knowledge construction. The interactions between teachers and students were observed and recorded in different classrooms and the material was submitted to a few students involved, who commented on the situations experienced in the classroom. Data showed that the teacher’s figure, his/her performance, personal characteristics, way of relating, ways of acting and speaking result in feelings and emotions that interfere in the production of knowledge in the classroom, affecting the relationship of students with contents, with the school, with the teachers and with themselves. The quality of mediation evokes emotional experiences that determine what kind of influence the environment will have on cognitive development.