<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732018000401321</article-id>
<article-id pub-id-type="doi">10.5007/2175-795x.2018v36n4p1321</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aproximações entre as teorias de Wallon e Vygotsky no campo da educação: um olhar sobre a afetividade]]></article-title>
<article-title xml:lang="en"><![CDATA[Approaches between Wallon´s and Vygotsky´s theories in the field of education: a look on affectivity]]></article-title>
<article-title xml:lang="es"><![CDATA[Aproximaciones entre las teorías de Wallon e Vygotsky en el campo de la educación: una mirada sobre la afectividad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hahn]]></surname>
<given-names><![CDATA[Tamiris de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraro]]></surname>
<given-names><![CDATA[José Luís Schifino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>4</numero>
<fpage>1321</fpage>
<lpage>1337</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732018000401321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732018000401321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732018000401321&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Tomando como referência a importância da afetividade em processos de ensino e aprendizagem, o presente trabalho tem como objetivo explorar, a partir das teorias de Wallon e Vygotsky, as possíveis relações entre afetividade e o campo educacional na literatura científica. Ambos, ao conceberem a natureza social do ser humano, consideram a relevância das interações vivenciadas no ambiente escolar como fonte de experimentação - e experienciação - ao contribuírem para o desenvolvimento pessoal, cognitivo e emocional dos estudantes. Além disso, ao sustentarem o argumento de que a educação deve contemplar elementos tanto cognitivos, quanto afetivos, trilham juntos o caminho para a construção de relações pedagógicas mais harmônicas e humanizadas, com maior potencial de transformação subjetiva. Assim, as linhas que seguem buscam contextualizar as investigações que vêm sendo feitas no entrecruzamento da educação com afetividade a partir de uma aproximação entre Wallon e Vygotsky como autores referência, evidenciando sua importância para um constante repensar sobre intervenções relacionadas ao ensino e a aprendizagem de estudantes na perspectiva de uma educação integral e menos excludente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Taking as reference the importance of affectivity in teaching and learning processes -, the present work aims to explore, from Wallon´s and Vygotsky´s theories, the possible relations between affectivity and the educational field in scientific literacy. Both, in conceiving the social nature of the human being, consider the relevance of lived interactions in school´s environment as a source of experimentation &#8211; and experience &#8211; by contributing to the personal, cognitive and emotional development of the students. Besides, by sustaining that education should contemplate cognitive and affective elements as argument, both authors follows the same path that leads to more harmonics and humanised pedagogical relations, with a biggest potential of subjective transformation. Thus, the following lines contextualises the investigations that are been done in the intertwine of education and affectivity, taking as reference Wallon and Vygotsky, highlighting it´s importance to a constant (re)thinking about interventions related to student´s learning and teaching in the perspective of a less excluding and more integral education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN Tomando como referencia la importancia de la afectividad en los procesos de enseñanza y aprendizaje, el presente trabajo tiene como objetivo explorar, a partir de las teorías de Wallon y Vygotsky, las posibles relaciones entre afectividad y el campo educacional en la literatura científica. Ambos, cuando conciben la naturaleza social del ser humano, consideran la relevancia de las interacciones vivenciadas en el ambiente escolar como fuente de experimentación &#8211; y experiencia &#8211; al contribuir para el desarrollo personal, cognitivo y emocional de los estudiantes. Además, al sostener el argumento de que la educación debe contemplar elementos cognitivos y afectivos siguen juntos en el camino para la construcción de relaciones pedagógicas más harmónicas y humanizadas, con un potencial más grande de transformación subjetiva. Así, en las líneas que siguen se busca contextualizar las investigaciones que se están realizando en el entrecruzamiento de la educación con la afectividad a partir de una aproximación entre Wallon y Vygotsky como autores referencia, evidenciando su importancia para un constante repensar de las intervenciones relacionadas a la enseñanza y a la aprendizaje de los estudiantes en la perspectiva de una educación integral y menos excluyente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Afetividade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino E Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Affectivity]]></kwd>
<kwd lng="en"><![CDATA[Learning And Teaching]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Afectividad]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Y Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
