<b>Considerations on affectivity in teaching relations: Vygotsky’s contributions

Raimundo Nonato de Oliveira Falabelo

doi:10.4025/actascieduc.v37i4.24011

<b>Considerations on affectivity in teaching relations: Vygotsky’s contributions

Raimundo Nonato de Oliveira Falabelo Universidade Federal do Pará

DOI: https://doi.org/10.4025/actascieduc.v37i4.24011

Abstract

The objective of this article is to present conclusions of a study about the affective matter from an inter-relational perspective with cognition, as a single unit – the human psychic life ‑, which means to conceive that affection is present in and constitutive of any and every human action. This research is theoretically based on studies conducted by L.S. Vygotsky. We also made use of contributions by some of his commentators or interpreters that addressed this theme specifically. The text is part of the theoretical foundations of the doctoral thesis on this subject, in empirical context – a youth and adult education class.

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Author Biography

Raimundo Nonato de Oliveira Falabelo, Universidade Federal do Pará

Possui graduação em Ciências Sociais Sociologia - Faculdades Integradas Colégio Moderno (1984), mestrado em Educação pela Universidade Federal da Paraíba (1996) e doutorado em Educação pela Universidade Metodista de Piracicaba (2005), com ênfase em Linguagem e processos de Alfabetização e Letramento, mediados pela afetividade-emoções. Desenvolve estudos no campo da Sociologia e da Psicologia da Linguagem (Sociopsicolinguagem); Sociologia do Sujeito e processos de constituição da subjetividade e Linguagem. Etnografia e Narrativas. Professor Associado I e Coordenador do Programa de Pós Graduação em Educação e Cultura da Universidade Federal do Pará/Campus Universitário do Tocantins/Cametá/Faculdade de Educação.

Published

2015-10-01

How to Cite

Falabelo, R. N. de O. (2015). <b>Considerations on affectivity in teaching relations: Vygotsky’s contributions. Acta Scientiarum. Education, 37(4), 391-399. https://doi.org/10.4025/actascieduc.v37i4.24011

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Issue

Vol 37 No 4 (2015): Oct.-Dec.

Section

Teachers' Formation and Public Policy

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