Emoções, educação superior e processo de ensino e de aprendizagem: uma análise dos enunciados de estudantes de um campus universitário do interior do Paraná

• Ano de defesa: 2018
• Autor(a) principal: Dallagnol, Claudia
• Orientador(a): Brotto , Ivete Janice de Oliveira
• Banca de defesa: Franco , Adriana de Fátima , Figueiredo , Ireni Marilene Zago , Coelho , Rejane Teixeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Emoções; Educação Superior; Ensino; Aprendizagem; Tutoring; Learning
• Palavras-chave em Inglês: Emotions; Higher Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/4150

The University entry requirements and the students’ experiences during this learning period are the base for the permanence on the University and the education quality. The Brazilian Federal Public Universities’ reality has suffered recent changes since the National Education Plan (2001-2010); the plan goals were to increase the investments and the access to the higher education, with especial emphasis to the poorer people. With this on mind, the needy students require more attention through actions that helps them to foster their academy life’s quality. This quality on their academy life has the support services, like the Psychological help, as the core stone to make it easier to students to face emotional hardships and facilitate their permanence on Higher Education. In face of these arguments a feeling of restlessness gave origin to this research, with the main question: what are the motivations behind the undergraduate students’ search for the psychological service on the University and how these motivations interfere with the learning process? This research focuses on the analyses of the emotions and the main motivations that make them resort to the support services and, as well as, the correlation of this emotions e motivation have with the students’ learning process. The production of any data and information were collect on a Federal University’s campus located on Paraná’s countryside and the subjects, undergraduate students, were from all Brazil regions. The questionnaires were filled by students after the psychological service that occurred during the 2017s second semester. The data gathered from 30 valid questionnaires were analysed and systematized through Bardin’s Content Analysis and Vigotski, Leontiev and Luria’s Historic-Cultural Psychology. The Historic-Cultural Psychology focuses on the human development as a historic and cultural process, like the bakhtinian’s perspective that perceives the correlation between the language, the construction of psyche and the human conscience. This way, this research comprehends bibliographic and field researches, qualitative, with exploratory approach. The results were organized on 4 categories: life conditions improvement; academic adaptation/ professional choice; emotional reaction/impact; and learning process. After data analysis, we reached a conclusion that several internal and external causes influenced the students just as moving to another city, living away from their family, the new responsibilities, the demanding academic studies have shown influence on the student’s emotional, therefore affecting the learning capacity from these under-graduated students. In the face of the results, we emphasize the importance and necessity to foster the support services to university students and the acknowledgement of their emotional state and the professors’ formation which observes the cognitive-affective relation.