Resumo

LIMA, Claudia  e  FELDENS, Dinamara. THE AFFECTIVE DIMENSION IN THE INTEGRATED TRAINING OF PROFESSIONAL EDUCATION. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2023, vol.32, n.70, pp.214-232.  Epub 29-Ago-2023. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2023.v32.n70.p214-232.

The debate on Integral Education has been increasingly recurrent among research and scientific production in education. In professional education, however, it is still a topic that deserves further analysis, especially with regard to understanding the affective dimension. In this article we propose to understand the importance of affections in the (re)construction of the principle of integrality in High School, which does not take place outside the understanding of the conception of man, the place he occupies in nature and his relations, above all, with the knowledge. In the methodological field, we opted for the production of data from qualitative research, using document analysis and bibliographic review. The text seeks approximations with Spinoza’s theory of affects and is supported by recent reforms of national education to dialogue with integrated training. The discussions carried out contradictions in the educational policy that threatens the continuity of this form of teaching, but also point to old weaknesses in the understanding of the affective dimension, making it difficult to expand the principle of integrality in Professional Education.

Palavras-chave : basic eucation; professional education; integrated training; affections.

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