Affectivity of University Teachers: Personal, Social and Institutional Aspects

Dohms, Karina Pacheco; Lettnin, Carla da Conceição; Mendes, Aline Rocha; Mosquera, Juan José Mouriño; Stobäus, Claus Dieter

doi:10.4236/psych.2014.515185

Cited by 11 publications

(16 citation statements)

References 3 publications

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“…We also remember the emotional aspects as players from these intrapersonal and in-terpersonal perspectives, carefully not always detected by teachers and even the family (Dohms, da Conceição Lettnin, Mendes, Mosquera, & Stobäus, 2014: p. 1791). We conclude, and it is not only for these interviewed university teachers, that:…”

Section: Discussionmentioning

confidence: 92%

Teachers Dealing with Learning Difficulties during the Process of Schooling

Rozek¹,

Stobäus²

2016

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This paper presents a survey that aimed to detect the main learning difficulties presented by children and adolescents who received care in a psycho-pedagogical support service of g to a university in Rio Grande do Sul, between 2011 and 2012. The theoretical framework takes into account authors of Pedagogy, Psychology, Educational Psychology and Inclusive Education. Data collected from medical records of 28 children were analyzed using Content Analysis. The results show a high rate of affective and emotional difficulties of these children. The findings demonstrate the importance of understanding the role of emotional processes in the development of learning disabilities. In addition, it is necessary to reflect on teacher education that problematizes this issues. Education should not be limited to the ownership of a technical instrumental that offers a recipe for efficiency. The development of an appropriate education for children with emotional difficulties necessarily requires a teaching practice that reflects on the teacher-student-family-school relationships, investing in building a dialogue that respects the coexistence between the sides, characterized by listening the other, discovering their desires, understanding and respecting the student as a person who brings/carries their own history with their difficulties. But they should always be seen as a subject endowed with potentialities.

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Section: Discussionmentioning

confidence: 92%

Teachers Dealing with Learning Difficulties during the Process of Schooling

Rozek¹,

Stobäus²

2016

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“…And another idea we can remark is the presence of a lot of affectivity in these extension courses, as we saw in the interpersonal relationships between elderly, and with us as teachers, as we researched in another contexts (Dohms, da Conceição Lettnin, Mendes, Mosquera, & Stobäus, 2014).…”

Section: )mentioning

confidence: 90%

“…Constantly appear at the end of messages encouraging teachers, with terms with "hugs". We develop these ideas in our article about affective development (Dohms, da Conceição Lettnin, Mendes, Mosquera, & Stobäus, 2014) and about Positive Psychology .…”

Section: Beginning Of the Coursementioning

confidence: 99%

Elderly Using Computer Tools for Learning about Aging

Ferreira¹,

Goulart²,

Mosquera³

et al. 2016

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The article is the result of a collaborative group text, after discussion between the authors, based on the debate about their produced texts, further information from developed Capability Project: Digital Inclusion Workshop, developed at the Institute of Geriatrics and Gerontology at PUCRS, and new information collected from the Extension Courses: Education, Inclusion and Aging, at PUCRS. Through the analysis of the speeches of those seniors who participated in the workshops, we listed some possibilities for the coming years on human development, especially in late adulthood, and for the idea of a healthier and more qualified lifespan approach.

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“…Or even Adrián (1999) perspective, for a better understanding of how the complex tangle of development in combination of cognitive, affective and emotional and socio-cultural as well as action to reduce the difficulties of development or in difficulties learning themselves (Dohms, Lettnin et al, 2014).…”

Section: Will They Evolve With Scientific Discoveries About Aging?mentioning

confidence: 99%

Healthy Aging: Education, Health, Health Psychology and Leisure

Mosquera¹,

Stobäus²

2016

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In the recent years, we are seeing the aging of global population with transformations of growth curves, demands in the areas of Health, Psychology and Education, in particular addressing the better global preparedness for this healthy aging. Positive Psychology has been taking ground, with interfaces with Health Psychology, Education for Leisure and Recreation, Emotional Education and lifelong Health Promotion, connecting with areas that can be applied by professionals called educators and caregivers, assisting the human development from the point of view of higher life quality, especially the one connected to human development along adulthood, beginning at the end of adolescence and going until the death. After reading authors from these areas, as Seligman, Snyders, López, Ballesteros, Carr, Adrián, Baltes, Hué, Gardner, Goleman, Jesus, we see the alert for a performance and decision-making throughout life, toward the knowledge of how we work and we can improve our outsourcing behaviors and healthier way of improving the way of dealing better with emotions, the so-called Emotional Education, within the context of Neuroscience, as well as aspects of education and promotion for implications with health, leading to what we consider an Emotional Education, Health Education and Welfare.

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Affectivity of University Teachers: Personal, Social and Institutional Aspects

Cited by 11 publications

References 3 publications

Teachers Dealing with Learning Difficulties during the Process of Schooling

Teachers Dealing with Learning Difficulties during the Process of Schooling

Elderly Using Computer Tools for Learning about Aging

Healthy Aging: Education, Health, Health Psychology and Leisure

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