Affectivity in higher education teachers

This research addresses issues related to teacher-student interaction and teacher mediation in the classroom in higher education courses, taking into account the affective relationship in this teaching-learning process. Its theoretical basis is socio-historical psychology, through authors such as: Vygotsky (1991, 2007), Wallon (2007), Ausubel (1982). The aim of this research was to verify higher education teachers' representations of affectivity. The work was carried out at a private Higher Education Institution (HEI) in the West Zone of São Paulo. It included the participation of ten higher education teachers and also ten students (of both sexes), regularly enrolled in higher education in the Administration course, who were in their eighth semester. To analyze the data, the content analysis tool was used, as it created categories that referred to the results of the research, indicating that the proposals related to the teacher's theory and practice go beyond the transmission of knowledge and are interconnected with affectivity.

Autorentext

Master in Educational Psychology - UNIFIEO-SP, specialist in Educational Management - FLAMINGO-SP, Professional Mentoring & Coaching - Instituto Holos, Degree in Administration - FLAMINGO-SP. She has 32 years' experience in administration and finance. She teaches higher education with an emphasis on Active Methodologies.