Affection in the teaching-learning process: the contributions of Wallon’ theory

Authors

  • Elvira Cristina Martins Tassoni Pontifícia Universidade Católica de Campinas
  • Sérgio Antônio da Silva Leite UNICAMP

Keywords:

Wallon, Affection, Teaching-learning, Educational practices, Teacher’s education.

Abstract

The aim of this paper is to discuss the role of affection in the teaching-learning processes, being this based on Wallon’s perspective. It presents part of the results of a research carried out in a private school located in a town in São Paulo countryside. Classroom situations were video recorded and the autoscopy procedure was used, which consists of enabling the students to observe the video recorded material and audio record their own comments on the experiences they have lived. The results indicate the way events in the classroom, especially the teachers’ actions in teaching situations affect the students’ learning process as well as their relation to the knowledge issues. Data demonstrated that the affection representation ways change along the human development, expressing and nurturing themselves by more refined and complex ways, as suggested by Henri Wallon’s development theory.

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Author Biographies

Elvira Cristina Martins Tassoni, Pontifícia Universidade Católica de Campinas

Docente da linha de Pequisa Práticas Pedagógicas e Formação do Educador, do PPG em Educação e da Faculdade de Educação da PUC-Campinas

Sérgio Antônio da Silva Leite, UNICAMP

Professor titular da Universidade Estadual de Campinas. Diretor da Faculdade de Educação da Unicamp. Membro do Grupo de Pesquisa ALLE (Alfabetização, Leitura e Escrita)

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Published

2013-06-27

How to Cite

Tassoni, E. C. M., & Leite, S. A. da S. (2013). Affection in the teaching-learning process: the contributions of Wallon’ theory. Educação, 36(2), 262–271. Retrieved from https://revistaseletronicas.pucrs.br/faced/article/view/9584

Issue

Vol. 36 No. 2 (2013): Dossier - Biopolitics, governmentality and education

Section

Other Topics

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