Conjuntos funcionais na teoria Walloniana: O que estudantes do curso de pedagogia compreendem acerca da relação afetividade e aprendizagem na universidade.

Abstract

The present research had as main objective analyze conceptions of students about knowledge of the theory walloniana in the Pedagogy course at the Training Center of Teachers. From that objective were delineated three others who have given more specificity to our work, they are: Investigate what students of Pedagogy Course understand by affectivity, cognition and motor act and its relation with the process of teaching and learning; reflect how the functional sets and walloniana theory are considered and discussed in the Pedagogy Course and ask what students Pedagogy understand about the concept of affectivity. The research emerged from the following question: What do students understand the Pedagogy Course by functional sets - affectivity, cognition and motor act - and how these sets favor the process of teaching and learning in the classroom? The choice of the thematic came from experiences lived since the basic education, with regard to the relations that were established within the classroom, between teacher and student, and their implications for the learning process of the student, however, such a choice has established more effectively and safely from the participation in the Group of Studies and Research on Affect in Teaching Practice / UAE / CFP / UFCG. In the methodology we use the qualitative research through a semi-structured interview containing five questions, and the writing of a letter with a central question about our research object. The data were analyzed from of the procedure of thematic analysis. Participated of the research four students of Pedagogy course, of the Federal University of Campina Grande, Campus of Cajazeiras/PB, with age between 23 and 30 years. The results of the data collected show that there is a lack of discussion forth the walloniana theory in the course of Pedagogy, and understanding of the students concerning the functional sets, is yet very much related to that which common sense comprises to be, but the students who had the opportunity of a contact, even that succinct with the theory, demonstrated better understanding of the assumptions that the theory walloniana allows us to reflect forth the development process of the subjects.