AFFECTIVE-COGNITIVE INTERDEPENDENCE IN DEVELOPMENT HUMAN IN THE HISTORICAL-CULTURAL PERSPECTIVE

This study, from a historical-cultural perspective, investigated the interdependence between affect and cognition in human development, seeking to answer the following question: how does this interdependence manifest itself in teaching and learning activities, and what is the role of sociocultural interactions in this process? The case study method was adopted, which enables the description of actions and behaviors, the capture of meanings, the analysis of interactions, the understanding and interpretation of languages, as well as the study of representations without disconnecting them from the context and specific circumstances in which they manifest. The research was conducted in a public high school located in Ijuí (RS), with the participation of 130 students. Data collection was carried out through the application of a questionnaire in the classroom, during times previously agreed upon with the teachers. Data organization followed the theoretical assumptions of Discursive Textual Analysis (DTA), and the interpretation was performed with the support of authors from the historical-cultural perspective. The results point to the need to centralize affectivity in the individual's formation and in the knowledge appropriation process, highlighting interpersonal relationships, personal experiences, and the influence of the environment and social norms as determining elements of students' affective and cognitive development. It is concluded that prioritizing cognitive development at the expense of affective development weakens the teaching and learning processes, limiting learning.