Abstract

LEITE, Sérgio Antônio da Silva. Affection in teaching practices. Temas psicol. [online]. 2012, vol.20, n.2, pp. 355-368. ISSN 1413-389X.  http://dx.doi.org/10.9788/TP2012.2-06.

This paper discusses the role of affectivity in pedagogical practices developed by teachers in the classroom. With the theoretical support of Vygotsky and Wallon ideas, it is assumed that the relations established between the subject, the object of knowledge and the mediator are also deeply influenced by the affective dimension, since they produce impacts on subjective subject. Such impacts can generate approximation or separation movements between the subject and the object of such knowledge; these relations can be observed in the classroom situation. We aim to identify and analyze some pedagogical decisions planned and developed by teachers and their impacts on affective relations that are established between the student and the school contents. Research data permit to identify the teacher decisions that promote success in learning, increasing the chances of establishing a positive affective relation between the student and the school contents - here designated as a relation of affective approach.

Keywords : Learning; Affection; Teaching practices; Teacher mediation.

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