PEREIRA, I. C.; http://lattes.cnpq.br/0062935831005262; PEREIRA, Izabella Couto.
Résumé:
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.