As emoções e sentimentos na relação professor-aluno e sua importância para o processo de ensino e aprendizagem: contribuições da teoria de Henri Wallon
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Data
2017-03-27
Autores
Silva, Ricardo Francelino da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho teve por objetivo buscar compreender as possíveis influências das emoções e sentimentos na interação pedagógica em sala de aula. Buscamos a compreensão dos meios pelos quais o universo afetivo se manifesta na relação professor-aluno e no processo de ensino e aprendizagem. Analisamos, mais especificamente, como as emoções e sentimentos, dentro do campo da afetividade interferem no desenvolvimento cognitivo e social dos alunos, e quais habilidades de relacionamento o professor pode desenvolver para aprimorar a mediação pedagógica no trabalho em sala de aula. Utilizamos como ferramenta o aporte teórico Walloniano de afetividade e a metodologia de estudo de caso, no moldes propostos por Robert K. Yin (2001). A escola foi o cenário escolhido para a realização do estudo. Realizamos observação in loco por 1º semestre letivo e entrevistas com os docentes de duas escolas públicas de uma cidade de médio porte do interior do Estado de São Paulo, em duas salas de 5º ano do ensino fundamental. No desenvolvimento da coleta de dados estabelecemos quatro categorias para facilitar a análise: movimentos; expressões faciais; fala e gestos. Por se tratar de um estudo de casos múltiplos, a fontes de evidencias obtidas por meio das entrevistas e das observações puderam ser inter-relacionadas através de cruzamento e triangulação dos dados proporcionando o alcance dos objetivos iniciais. As influências emotivas foram evidenciadas nas praticas cotidianas, influenciando decisivamente as situações de aprendizagem. Os laços afetivos construídos em sala se mostraram eficazes na promoção da relação de respeito e confiança entre professor e aluno. A conceituação proposta por Henri Wallon (1879-1962) tem como foco a gênese dos processos psíquicos constituintes do ser humano (Galvão, 2003), nos permite compreender seu desenvolvimento a partir dos conceitos de “ato motor”, da inteligência, da afetividade e da pessoa. Por meio dos resultados obtidos, podemos melhor compreender de que maneira os laços afetivos são construídos em ambientes colaborativos de aprendizagem e quais estratégias caberiam ao professor colocar em prática, por meio das inter-relações pedagógicas, a fim de se construir um ambiente colaborativo e propício à aprendizagem. Esta pesquisa poderá contribuir para a proposição de novas políticas públicas em educação, bem como subsidiar a reflexão sobre a importância da condição afetiva no ambiente escolar.
This study aimed to understand about the possible influences of emotions and feelings in pedagogical interaction in the classroom. We seek to understand how the affective universe manifests in the teacher-student relationship and in the process of teaching and learning. We analyzed, specifically, how emotions and feelings, within the affective field, interfere with students´ cognitive and social development, and what relationship skills, the teacher can develop to enhance pedagogical mediation in classroom work. We used as a tool the theoretical Walloniano contribution of affectivity and the methodology of case study, as proposed by Robert K. Yin (2001). The school was the scenario involved to carry out the study. We performed on-site observation for the first semester of school, and interviews with teachers of two public schools of a medium-sized city in the interior of the State of São Paulo, in two rooms of the 5th year of elementary school. In the development of the data collection, we established four categories to facilitate the analysis: movements; facial expressions; speech and gestures. Because it is a multiple case study, the sources of evidence obtained through interviews and observations could be interrelated through cross-referencing and triangulation of the data, providing the scope of the initial objectives. Emotional influences were evidenced in everyday practices, decisively influencing learning situations. The affective bonds built in the classroom, proved to be effective in promoting the relationship of respect and trust between teacher and student. The conceptualization proposed by Henri Wallon (1879-1962), focuses on the genesis of the psychic processes constituting the human being (Galvão, 2003), allows us to understand their development from the concepts of "motor act" of intelligence, affectivity and of the person. Through the results obtained, we can better understand how the affective bonds are built in collaborative learning environments and what strategies the teacher would put into practice, through pedagogical interrelationships, in order to build a collaborative environment and conducive to learning. This research could contribute to the proposal of new public policies in education, as well as to subsidize the reflection about the importance of the affective condition in the school environment.
This study aimed to understand about the possible influences of emotions and feelings in pedagogical interaction in the classroom. We seek to understand how the affective universe manifests in the teacher-student relationship and in the process of teaching and learning. We analyzed, specifically, how emotions and feelings, within the affective field, interfere with students´ cognitive and social development, and what relationship skills, the teacher can develop to enhance pedagogical mediation in classroom work. We used as a tool the theoretical Walloniano contribution of affectivity and the methodology of case study, as proposed by Robert K. Yin (2001). The school was the scenario involved to carry out the study. We performed on-site observation for the first semester of school, and interviews with teachers of two public schools of a medium-sized city in the interior of the State of São Paulo, in two rooms of the 5th year of elementary school. In the development of the data collection, we established four categories to facilitate the analysis: movements; facial expressions; speech and gestures. Because it is a multiple case study, the sources of evidence obtained through interviews and observations could be interrelated through cross-referencing and triangulation of the data, providing the scope of the initial objectives. Emotional influences were evidenced in everyday practices, decisively influencing learning situations. The affective bonds built in the classroom, proved to be effective in promoting the relationship of respect and trust between teacher and student. The conceptualization proposed by Henri Wallon (1879-1962), focuses on the genesis of the psychic processes constituting the human being (Galvão, 2003), allows us to understand their development from the concepts of "motor act" of intelligence, affectivity and of the person. Through the results obtained, we can better understand how the affective bonds are built in collaborative learning environments and what strategies the teacher would put into practice, through pedagogical interrelationships, in order to build a collaborative environment and conducive to learning. This research could contribute to the proposal of new public policies in education, as well as to subsidize the reflection about the importance of the affective condition in the school environment.
Descrição
Palavras-chave
Afetividade, Aprendizagem, Integração cognitivo-afetiva, Wallon, Henri, 1879-1962, Affectivity, Learning, Cognitive-affective integration