Emotional experience and educational practice: the affection and intellectual relation mediating forms of being teachers and students

Abstract

This article discusses bibliographical and empirical data aiming to analyze the category Perezhivanie and its relation with the school educational activities. This discussion is based on the ideas of Vygotsky (2017, 2009, 2004, 2000, 1991), Espinosa (2008, 2007) and scholars. It helps with the comprehension that the development of the counsciousness is a process, at the same time, rational and affective linked to the real life of people, in other words, to the dialectics of objectivity and subjectivity. Such dialectics expresses as well as determines the human existence. The empirical research involves a basic education teacher in the field of mathematics and four students. For data collection, we used reflexive and memorialistic interviews, that we analyzed with the method of nuclei of meanings. The results indicate that, mediated by social environment, teachers and students produce affection which guide the production of new meanings concerning the identity of teachers and students at school by changing the relation with the school activity. The change of the affective states results in changes that prove the existence of something new, something particular and peculiar that changes the social relation, that is, according to Vygotsky, the main trace of the existence of perezhivanie.