Afetividade na universidade: um estudo sob o olhar educomunicativo.

Abstract

This dissertation is dedicated to the study of the phenomenon of affectivity and its relationship with the teaching and learning processes, with emphasis on those involved in the higher level of education. Through a qualitative approach, it was intended to answer the following question: What are the perceptions that university students have about the relationship between teaching and affection? Thus, a bibliographic research was developed inspired by the theoretical contributions of Psychology of Education and Educommunication, which allowed us to identify the confluence between affection and knowledge, as well as the importance of promoting healthy communication in education. It was also elaborated a historical review about the functioning of Brazilian Higher Education, which helped us to investigate certain pedagogical problems in public universities that support the training of teachers unaware of the interrelationships between affectivity and cognition. From this point of view, a field research was developed through an online questionnaire applied to students from the federal Higher Education network, with the purpose of producing an overview of how students express and understand their feelings and emotions in the academic context. In turn, the results showed that although most of the surveyed students prefer to be part of an affective education, most of their teachers do not value the construction of positive affections and do not care about the wellbeing of students. In this regard, the literature used allowed us to conclude that the traditional cognitivist pedagogy, focused only on the transmission of content and oblivious to the affective dimension of each individual, disfavors creativity, productivity, intellectual and personal development. In fact, the data analysis showed us that the surveyed university students feel harmed by this teaching tradition that still predominates in different majors. Thus, we observe the relevance of a globalizing educational approach that sees the person in their entirety, according to their biological, psychological and social dimensions. Similarly, we find that a humanizing education focused on transformation cannot be built without the adoption of gestures of amorosity and empathy.