A linguagem emocional em ambientes telemáticos: tecendo a razão e a emoção na formação de educadores

• Autor(a) principal: Bruno, Adriana Rocha
• Data de Publicação: 2002
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/22288
• topic: Professores - Formação profissional; Educação afetiva; Teachers - Occupational training; Affective education; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

The present dissertation has the purpose of developing a research, under the focus of the Emotional Language, in order to uncover the means by which educators weave together / articulate reazon and emotion within teacher formation courses within Web. It is presumed that the language employed, as well as the emotion of the ones subject to learning, engaged within courses in Internet environments, may enhance the relations and interactions within these environments, where the kind of Emotional Language employed may contribute for the knowledge construction process. The theorical foundations linked studies concerning Emotion, Reason and Language to studies on Distance Education and Teacher Formation for the construction os the concept and reflections on Emotional Language. Under the light of the theoretical referential, with António Damásio, António Nóvoa, Donald Schön, Humberto Maturana, Ivani Fazenda, Georges Gusdorf, Joseph LeDoux, José A. Valente, Maria Cândida Moraes, Paulo Freire e Rafael Bisquerra, the research was developed focusing on three conferences ocurred during the Course on Specialization in Development of Pedagogical Processes using New Technologies, by PUC SP/Proinfo, through the Internet environment called Teleduc. From the analysis of printed materials colected from the former, under the standpoint of Emotional Language, the investigation reveals that the employment of an affectionate/ loving Emotional Language within courses on educators’ formation within Internet environment may be considered a significant differential to learning, by creating na operational ambience more favorable to the interrelations, the pedagogical mediation and the development of reflexive processes, helping the knowledge construction