<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAAEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432014000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Vivência e afetação na sala de aula: um diálogo entre Vigotski e Espinosa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Eliana de Sousa Alencar]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Maria Vilani Cosme de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>23</volume>
<numero>41</numero>
<fpage>41</fpage>
<lpage>49</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432014000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432014000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432014000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo apresenta reflexões teóricas a partir das contribuições de Lev Semionovich Vigotski e Baruch de Espinosa. O aprofundamento em torno da teoria de Vigotski revela que ele encontrou em Espinosa a sustentação filosófica que explica a relação entre afeto e intelecto no desenvolvimento do psiquismo humano. Com base nisso, propomos um diálogo entre Vigostki por meio da categoria vivência, e Espinosa a partir da categoria afetação. O estudo vem sendo realizado por meio de pesquisa bibliográfica com base na obra Ética de Espinosa e nos textos pedológicos escritos por Vigotski, precisamente La crisis de los siete años, A questão do meio na pedologia e Psicologia pedagógica. Os resultados apontam que vivências alegres aumentam a potência de agir de alunos e professores. O aumento da potência de agir significa também o aumento da potência de pensar, ou seja, significa maior consciência na atividade. Para o aluno, significa vivenciar aprendizagens que façam sentido para sua vida, ou seja, o que lhe traz felicidade. Para o professor, significa saber o que faz, isto é, maior autonomia no trabalho. Portanto, as vivências que constituem encontros alegres produzem afetações que ajudam na constituição de sujeitos mais emancipados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Vivência]]></kwd>
<kwd lng="pt"><![CDATA[Afetação]]></kwd>
<kwd lng="pt"><![CDATA[Potência de Agir]]></kwd>
<kwd lng="pt"><![CDATA[Encontros Alegres]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Affectation]]></kwd>
<kwd lng="en"><![CDATA[Power to Act]]></kwd>
<kwd lng="en"><![CDATA[Joyful Meetings]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Viv&ecirc;ncia  e afeta&ccedil;&atilde;o na sala de aula: um di&aacute;logo entre Vigotski e Espinosa.</h2> <h3>Experience and affectation in the classsroom: a  dialogue between Vygotsky and Espinosa.</h3>     <p>&nbsp;</p> <h4>Eliana  de Sousa Alencar Marques, Maria Vilani Cosme de Carvalho    <br> </h4> </font>      ]]></body><back>
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</article>
