摘要：This paper uses a theoretical approach to study the concept of affectivity as proposed by Henri Wallon. The analysis begins with the concept of affectivity in a psychogenetic and differentiated perspective of the manifestations of emotion, feeling and passion. The Wallonian theory of affectivity is systematized, emphasizing its contributions to the study of human development as well as the limits that indicate the need for new studies. Finally, the results allow us to consider the importance of the study of affectivity for the formation of teachers. The lack of a professional training that considers affectivity and its implications for intellectual activity is damaging to education. The consequences of this omission are reflected in the classroom and in interactions where pedagogical practice is established.
其他摘要：This paper uses a theoretical approach to study the concept of affectivity as proposed by Henri Wallon. The analysis begins with the concept of affectivity in a psychogenetic and differentiated perspective of the manifestations of emotion, feeling and passion. The Wallonian theory of affectivity is systematized, emphasizing its contributions to the study of human development as well as the limits that indicate the need for new studies. Finally, the results allow us to consider the importance of the study of affectivity for the formation of teachers. The lack of a professional training that considers affectivity and its implications for intellectual activity is damaging to education. The consequences of this omission are reflected in the classroom and in interactions where pedagogical practice is established.
