The process of building knowledge
Perhaps the current school needs (re) think their pedagogical practice to construct it turned to the subject, considering it as a be heterogeneous, with individual needs. However, the school currently still focused on content and in its transmission, as well as technical training, to the detriment of human formation. In the face of it, this research, theoretical imprint, aims to analyze how the phenomenon of affection comes to interfere in the process of building knowledge of the subject, as well as discuss the relevance of the relationship another in the process of fostering learning in the classroom, socio-historical base. Can also help to think of a pedagogical proposal that considers the subject participative and incorporation in relation to the other, in a given context.
With regard to the context of the classroom, this relationship that each person will establish with the environment is not sufficient to explain the resolution factor of lack of interest of students in the learning process, but is necessary and relevant factor. In this context, involves designing a pedagogical proposal that meets the needs of the subject in its complexity. There was a new educational paradigm that centered on rereading the promotion of learning in the cognitive factor, consider that this factor alone was not enough for that to happen the learning. So, began to consider that the phenomenon affect-cognition dialectically participates in this process, making it more meaningful.
as an important factor in the educational process and teaching practices, in actuality, the paradigms are still focused on cognition. Another importance of this article is awakening to the fact of how the phenomenon affection can help in the promotion process of learning. We know today that every person has his own rhythm of learning, i.e. has people who learn faster and others that share the same knowledge, but has a slower learning rhythm. So, how the student learns? How is this process?