Resumo

MARQUES, Eliana de Sousa Alencar  e  CARVALHO, Maria Vilani Cosme de. Vivência e afetação na sala de aula: um diálogo entre Vigotski e Espinosa. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2014, vol.23, n.41, pp.41-49. ISSN 0104-7043.

This paper presents theoretical reflections on the contributions of Lev SemionovichVygotsky and Baruch Spinoza. The analytical deepening of the theory of Vygotsky reveals that his ideas for explaining the relation between affection and intellect in the development of the human psyche are philosophically based on Espinosa. Thus we propose a dialogue between Vygostky, analyzing the experience, and Espinosa, analyzing the affectation. This study has being carried out through bibliographical research based on the Spinoza work Ethics and on the pedological texts written by Vygotsky, precisely, The seven-year crisis, The question of the environment in the pedology and Educational psychology. The results indicate that joyful experiences increase the power of acting of students and teachers. The increasing power of acting also means increasing power of thinking, that is to say, it means a greater awareness on the activity. For the student, it means to experience learning in a way that makes sense, what brings him happiness. For the teacher, it means knowing what to do, that means greater autonomy. Therefore, the joyful experiences produce affectations that lead to more emancipated subjects.

Palavras-chave : Experience; Affectation; Power to Act; Joyful Meetings.

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