Afetividade no processo ensino-aprendizagem: a atuação docente que facilita ou dificulta a aprendizagem

• Autor(a) principal: Segundo, Thatiana
• Data de Publicação: 2007
• 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/16315
• topic: Henri Wallon; Atuação docente; Dimensão afetiva; Wallon, Henri -- 1879-1962 -- Critica e interpretacao; Afeto (Psicologia); Aprendizagem; Ensino; Pratica de ensino; Henry Wallon; teaching tatics; affectivity dimension; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research focused on the teaching action as an element which may contribute or make the students' learning process more difficult. An open questionnaire was applied as a way of collecting data from 102 teenagers attending the 8th degree in a private school in the great São Paulo region, in order to identify, through the situation described by the students, what sort of teacher's actions and behavior were more effective on the learning process.The analysis of the situation mencioned above was based on three axis: the teacher's process of teaching, his or her behavior and the students' reaction to it. The analysis was supported by the Henri Wallon's theory of development. It became clear from this analysis that the funcional set affectivity-intelligence bears impelling gains on each other, simultaniously, and are unseparable. The results indicated that the knowledge of the affectivity evolution in each stage of development , specially in adolescence due to its predominace, is to the teacher a tool which contributes in the teaching-learning process and, therefore, to the constitution of the self