摘要：This article looks at affect and emotion in teaching settings and discusses how the social-affective-emotional dimension has been interpreted in the school environment. A historical-cultural approach was chosen to ground our reflection. Unlike the inane and atomist theories with their strict focus on the individual, the historical-cultural standpoint views human development as inexorably tied to its cultural and historical context and has thus shown to be more fruitful in the analysis of affect and emotion in teaching environments.
