Afetividade em Vigotski: ferramenta não material para aprendizagem e inclusão

Abstract

The present study sought to observe in the context of a regular classroom Vygotsky’s assumptions about affectivity as a non-material tool for learning and inclusion in the elementary school stage I. The methodology used is participatory research, in its natural form, due belonging to the investigated group. The results indicate that mediation is essential in the development of the individual's potential that the environment offers. This mediation that uses affection as a non-­material tool can enhance learning and inclusion. Thus, it is understood that affectivity and cognition are interdependent. In other words, affectivity can be a pedagogical tool. With this, there is a triad between mediation and affectivity and inclusion, which together provide the realization of the right to inclusion and learning for all citizens in democratic societies.