Publisher's Synopsis
The present research addresses the theme "the influence of affectivity in the teaching-learning process", and its main objective is to understand the issue of affectivity in the school context, analysing its influence on the construction of knowledge. The theme was chosen to take knowledge of the Wallonian assumption that the development of the human being should be seen together, where the affective, cognitive and motor aspects need to be taken into account without favouring one to the detriment of others. Thus, the student in the classroom cannot be seen in a fragmented way. The psychogenetic theories of Jean Piaget, Vygotsky, Wallon and the theory of modifiability of the cognitive structure of Reven Feuerstein are the main theoretical references adopted in the research. In addition, the field research through the application of semi-structured interviews, carried out with teachers from the public school system, allowed an analysis of the teacher-student relationship, thus understanding how this relationship is determinant for school success or failure.
