Abstract

FALABELO, Raimundo Nonato de Oliveira. Narrative: knowledge and affectivity in a youth and adult education class. Acta Educ. [online]. 2022, vol.44, e53444.  Epub May 01, 2022. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v44i1.53444.

This article aims to analyze the interrelationship between affectivity, school knowledge and cognitive development that are evidenced in the teaching and learning practices of a youth and adult education class. To think the subject in its material, cultural, and existential life conditions, as well as in its relations with the practices of learning, I took as my theoretical reference the studies of Vygotsky and collaborators. Considering that the dimension of the singularity of subjects is central to the understanding of the organization and transformations of affectivity, I privileged, in the construction of the data, the description and analysis of the interactive dynamics, established and mediated by language and, within them, the indications of the unique configuration of the experiences lived by individuals in their own singular history. To collect the empirical data, I used the qualitative-ethnographic approach. I recorded, in a 'field diary', interactive episodes produced in the classroom, involving the students, the teacher and myself. In recording the fragments, I observed the social conditions of production of the interactions, as well as the words, gestures, writings, and attitudes assumed by the subjects involved in them. For the construction, organization, and interpretation of the empirical data, I considered narrativization as an adequate technique to present the subjects in the interactive dynamics in which they were inserted, in the richness of their words, gestures, expressions, without losing sight of their interlocutors. Through this technique, I could give visibility to the intonations, to the time, to the very interactive movement in which the reciprocal affections were being revealed. The evidence suggests that it is knowledge that modulates pedagogical relations in the classroom. The learning and the not learning of knowledge (programmatic contents) arouse emotional and affective expressions of joy, sadness, refusal, indifference, motivation, pleasure, which are indicated in body gestures, verbal and non-verbal language

Keywords : affectivity; knowledge; cognition; learning.

        · abstract in Portuguese | Spanish     · text in English | Portuguese     · English ( pdf ) | Portuguese ( pdf )