A articulação entre as dimensões humanas na formação de professores para a educação básica no Brasil: a afetividade em questão

• Ano de defesa: 2021
• Autor(a) principal: Souza, Anna Carime
• Orientador(a): Rodrigues, Anderson de Brito
• Banca de defesa: Rodrigues, Anderson de Brito, Rodrigues, Divino de Jesus da Silva, Lacerda Júnior, Fernando, Barbosa, Ivone Garcia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Psicologia (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Formação de professores; Afetividade; Wallon; Teacher education
• Palavras-chave em Inglês: Affectivity; Wallon
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11931

This master thesis aims to understand how the issue of affectivity is being worked on the initial training of teachers for basic education in Brazil. Based on the dialectical method, this research is of a theoretical-bibliographic and qualitative nature. To understand the object of study, articles, theses and dissertations that problematized the discussion about affectivity in teacher education were analyzed. For the construction of the research, the dialogue with the French theorist Henri Wallon was fundamental, who studied the human being, presenting a theory of socio-historical-dialectic development that allows us to understand affectivity as a dimension of the person, which cannot be understood without looking at its totality, articulated with the cognitive and motor dimensions. The concept of affectivity is understood in this research from a wallonian perspective, a human dimension that includes emotions, feelings and passions, pleasant and unpleasant, constituted in the individual's relationship with the means and groups they lives with, and which involve human relationships and their formative processes, including teacher training. Currently in Brazil, this training is carried out in teacher education programs at universities and that is why we focus on these courses to understand if "the initial training of teachers for basic education contributes to boosting the articulation of the affetive dimension of the human being in the teaching-learning process". In our investigation we included 15 (fifteen) texts, which present researches published from 2015 to 2020, which deal with affectivity and initial teacher education and has undergraduate and teacher trainers as participants. In the results, we realized that, as much as researchers agree on the importance of affectivity for education, it is not theoretically debated in teacher education and is not always experienced in courses in a way that contributes to the learning of future teachers. Thus, teacher education programs cannot enable learning from a theoretical-practical basis that supports teachers in the articulation of affectivity and other human dimensions in the learning process, failing to perceive the human being as a complete person. It was also possible to verify that the affectivity that really contributes to teacher education can be seen in the educational relationships of teacher education, but also in the pedagogical choices of trainers, in their teaching posture and in the organizational structure of the programs.