WHY BE INTERESTED IN STUDIES?

A HISTORICAL PERSPECTIVE ON THE CONCEPT OF INTEREST IN WESTERN EDUCATION

Abstract

This article explores the intersection between interest, affectivity, and learning in the history of Western education. The objective was to investigate how classical authors approached discussions on strategies to maintain learners' interest. The research is justified by the scarcity of works that systematize historical debates on the concept of interest. The methodology of narrative literature review was used, exploring the historical evolution of the concept of interest in Western education, analyzing classical works and authors over time. The article is organized into sections that demonstrate the different strategies to promote interest. The analysis begins with the ancient civilizations of Egypt, Greece, and Rome, which ranged from coercive strategies to cultural approaches (Paideia). In the Middle Ages, Saint Augustine emphasized the importance of spontaneous curiosity. In the Modern Era, educators such as Comenius, Rousseau, Herbart, Dewey, and Claparède problematized the understanding of interest in learning. The evolution of two approaches is observed: the first emphasizes interest centered on the object, with predefined external rewards, punishments, and goals. The second approach conceives the student as an active center, emphasizing the need for connection between the student's interests and accumulated knowledge, highlighting the importance of affectivity in promoting students' interest and learning.