FE - Trabalhos de Conclusão de Curso
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Navegando FE - Trabalhos de Conclusão de Curso por Assunto "Afetividade"
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Item Afetividade em Wallon e Vigotski para a superação da dicotomia indivíduo e sociedade(Universidade Federal de Goiás, 2021-06-07) Peralta, Ana Laura Brasil; Soares, Renata Leite; Soares, Renata Leite; Vieira, Alessandra Oliveira MachadoThis final work has the objective of investigating de concept of affection in the work of Henri Wallon and Lev S. Vigotski in order to gather arguments for the overcoming of the apparent dichotomy between individual and society in the field of Psychology of Education. To this end, it was needed to debate the relationship between Psychology and Education and the dualistic conceptions in this topic and present the possibilities and the theoretical approaches of Wallon and Vigotski. This research is theoretical and bibliographic of the following works: As origens do caráter da criança (1971) and A evolução psicológica da criança (1968), by Wallon, and Teoria das emoções (1933/2004) and Psicologia da arte (1925/2001), by Vigotski. Therefore, it was found that it’s important rescue this authors that are founded in the historical and dialectical conceptions of the mental life for the effective formation and the building of a just and equitable for all and each.Item A afetividade na educação infantil: uma análise bibliográfica(Universidade Federal de Goiás, 2023-02-27) Santos, Laura Ferreira; Santos, Soraya Vieira; Santos, Soraya Vieira; Paranahyba, Jordana de Castro BalduínoThe main theme of this work is affectivity and the impact of affective manifestations in the teaching and learning process in Early Childhood Education. Specifically, it aimed to understand how affectivity constitutes the human being and its repercussions in the classroom; to verify how the academic literature presents the affection of the teacher and the students and their contributions to learning, and to discuss the importance and uniqueness of Early Childhood Education within the scope of Basic Education. This is a qualitative and bibliographic research, which is based on authors such as Vygotsky (1994), Wallon (1995) and commentators such as Leite (2012), Mahoney and Almeida (2007), Machado, Facci and Barroco (2011) for the discussion about affectivity and the development of the child's psyche; and in Oliveira (2013), for a brief understanding of the constitution of Early Childhood Education. A search was carried out for scientific articles published in the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES) with the descriptor “affectivity in Early Childhood Education”, in the last 10 years, and 20 articles were found. The analysis of these articles considered the understanding of affectivity in Early Childhood Education and the contributions to the teaching-learning of children, in addition to examining the methodologies used, the main authors and the associated themes. The study showed that much has been produced in recent years on the subject, but there is still a vast field for study on affectivity. Considering the relevance for the formation of the subject in its entirety, it is the role of the teacher, especially in Early Childhood Education, to understand the importance of affectivity in the development of the child and in the construction of knowledge.Item Formação e psicologia: a literatura comparece nessa relação?(Universidade Federal de Goiás, 2021-05-28) Ramalho, Vitória Sousa; Soares, Renata Leite; Soares, Renata Leite; Paranahyba, Jordana de Castro BalduinoThe present paper is composed of a bibliographic research in order to investigate, and question whether literature, in its formative aspect, could be a mediation in the relationship between psychology, and education. The research is guided by the theoretical framework of Historical-Cultural Psychology, based on Vygotsky’s production on Aesthetic Education, in which the author criticizes the prevailing conceptions of the mentioned education questioning its purposes. It also reflects on the relationship between art, and reality discussing the role of fairy tales in the referred education. In this work, we understand training equivalent to a process which takes place in the subject's relationship with the world, continuous, and that extrapolates educational contexts, not just in relation to professionalization. Training must unveil the contradictions of society, allowing the subject to make reflections and criticisms, leading him to autonomy. We recognize this concept of expanded and critical education as a great contribution resulted of a close look at Psychology can offer in its interface with Education. For this purpose, a bibliographic research was carried out in magazines whose central theme is Educational Psychology, with the goal of presenting and discussing what has been produced in the area in the last decade (2010-2020). It specifically analyzes how the theme of literature, as a mediator and trainer, has appeared in the educational psychology productions and how affectivity and imagination appear in this process. It was observed that the investigated themes appear in the productions found, however under different perspectives, and conceptions, which their implications in the educational field were discussed. Literature was discussed while a mediator in training and its powers of reflections, expressions, elaborations, and meanings, along with the limits, and dangers of instrumentalization, reductionism, moralization, and psychologization. We emphasize that this work intends to contribute with reflections in the field of Educational Psychology, not exhausting the subject, but proposing that the literature can attend and contribute to this field.