Resumo

GOMES, Cláudia Aparecida Valderramas  e  MELLO, Suely Amaral. Scholar education and affective constitution: some considerations from cultural-historical psychology. Perspectiva [online]. 2010, vol.28, n.02, pp.677-694. ISSN 0102-5473.

Cultural-Historical Psychology alleges the thesis of social experience as the basis of human formation and points the affective-cognitive unity as the intermediate in subject relations with the knowledge on the development of psychological functions. This article presents some elements that indicate the constitution of affective processes from the relations the subject maintains with human objectifications. Part of the critics to the organismic and subjectivist thought that, both in Psychology and in Education, separates emotions from other functions of human consciousness - treating them as deterrents in the teaching and school learning processes - and signs the importance of (re) thinking the relations the subject establishes with reality, the role of knowledge and of the concrete conditions of life and education that produce the affective processes. It defends that thinking and feeling are psychological processes developed from history of appropriation and objectification of signs and instruments that each subject realizes and affirms in scholar education, and the intentional character of teaching - in the organizational and pedagogical practice - as determinant elements in the transformation of the ways of thinking and feeling.

Palavras-chave : Psychology; Affection (Psychology).

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