Affectivity in the teaching-learning process: contributions from Henri Wallon’s theory ; A afetividade no processo de ensino-aprendizagem: contributos da teoria de Henri Wallon
This article discusses the contributions of affectivity to the relationship between educator and student as a possibility to obtain positive results in the teaching-learning process. The methodology used was qualitative bibliographic investigation, seeking, in addition to reflecting on the promotion of a favorable affective environment, to present the contributions of Henri Wallon's psychogenetics theory for the development of children in early childhood as a biological, psychological and social being. Therefore, it is supported by this psychogenetic theory, as it allows us to assume that the... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2022 |
Verlag/Hrsg.: |
Editora da Universidade Federal de Alagoas - EDUFAL
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Schlagwörter: | Afetividade / Ensino-aprendizagem / Wallon / Affectiviness / Teaching-learning |
Sprache: | Portuguese |
Permalink: | https://search.fid-benelux.de/Record/base-29278697 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://www.seer.ufal.br/index.php/debateseducacao/article/view/12719 |
This article discusses the contributions of affectivity to the relationship between educator and student as a possibility to obtain positive results in the teaching-learning process. The methodology used was qualitative bibliographic investigation, seeking, in addition to reflecting on the promotion of a favorable affective environment, to present the contributions of Henri Wallon's psychogenetics theory for the development of children in early childhood as a biological, psychological and social being. Therefore, it is supported by this psychogenetic theory, as it allows us to assume that the quality of these relationships greatly influences the learning outcomes of children, not only of systematized content, but also for life. ; Este artigo discute as contribuições da afetividade para as relações entre educador e educando como possibilidade para a obtenção de resultados positivos no processo ensino-aprendizagem. A metodologia utilizada foi de investigação bibliográfica qualitativa, buscando, além de refletir sobre a promoção de um ambiente afetivo favorável, apresentar os contributos da teoria psicogenética de Henri Wallon para o desenvolvimento da criança na pequena infância como um ser biológico, psicológico e social. Para tanto, respalda-se nessa teoria psicogenética, por ela nos possibilitar supor que a qualidade dessas relações influencia, sobremaneira, nos resultados da aprendizagem de crianças, não apenas de conteúdos sistematizados, mas também para a vida.