CONCEPÇÃO DE PSICÓLOGAS ESCOLARES EDUCACIONAIS ACERCA DA RELAÇÃO ENTRE AFETIVIDADE E AMBIENTES DE APRENDIZAGEM

Abstract

The present work proposes to explore the conceptions of School and Educational Psychology about the affective dimension of the learning process. For this purpose, semi-structured interviews were conducted with six Educational School Psychologists, from public and private schools, in the city of João Pessoa. The results indicate that, even following different perspectives, there was recognition of the influence of affectivity on the learning process. In addition, it was observed that greater depth in the area led to concepts aligned with more contemporary perspectives, influencing the perceptions of professionals about the affectivitylearning interface and offering support to subsidize this relationship in actions in learning contexts. Finally, time of experience did not offer a differential, nor whether they were professionals from public or private institutions.