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Conceptions and importance of affectivity in initial teacher education in Brazil and France: a comparative study in education

Grant number: 20/15066-0
Support Opportunities:Scholarships in Brazil - Doctorate
Effective date (Start): December 01, 2021
Effective date (End): August 31, 2023
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal Investigator:Alonso Bezerra de Carvalho
Grantee:Ricardo Francelino da Silva
Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil
Associated scholarship(s):22/00988-5 - The place and role of affectivity in initial teacher training in Brazil and France: analysis of trainers' representations and their teaching practices, BE.EP.DR


The present work is a comparative study that falls within the field of research "culture, cognition, affectivity" and its main objective is to investigate whether and how teacher education courses, in Brazil and France, address affectivity in the formative process and what their possible contributions in the process of initial training of these teachers. The manifestation of certain phenomena in the classroom (violence between students, bullying, harassment and violence against teachers, etc.) leads us to question the importance attributed to the theme and especially to the affective components in initial teacher education. As for the theoretical and methodological procedures, we intend to verify Wallon's and Vygotsky's contribution as well as that of other thinkers who approached the theme, and to investigate the contents taught in the subjects "Psychology of Education" in Brazil and "Psychology" in France. Questionnaires will be sent to the teachers, electronically, and the activities developed in the disciplines will be observed with the objective of apprehending which conceptions of affectivity are present. Interviews will also be held with teachers of Pedagogy courses from UNESP in Marília, Bauru and Presidente Prudente, and with Psychology teachers from the Institut National Supérieur du Professorat et de l'Éducation (INSPÉ) in Lyon, Marseille and Paris, aiming to collect data to be compared in order to measure the importance given to the theme by trainers and future teachers and thus, broaden the understanding and comprehension of how affectivity is conceived in initial training courses.

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