A instituição escolar depara-se com outras e novas demandas formativas, nesse cenário de transformações, também se percebe mudança significativa na atividade docente. Nesse sentido, é necessário administrar os conflitos e adversidades, o que ocasiona desgaste físico e afetivo. Nem sempre valorizada no trabalho pedagógico, a dimensão afetiva docente pode assumir múltiplos sentidos e diversos significados nas relações humanas - o que deve ser considerado na dinâmica das interações e a partir do contexto que se produzem e são produzidas, pois os acontecimentos da vida têm significados e sentidos diferentes para cada sujeito, que concebe o seu modo de ser-no-mundo. Nesse sentido, foi proposta pesquisa de caráter qualitativo, fundamentada na perspectiva histórico-cultural do desenvolvimento humano de Vigotski. Assim, a abordagem privilegiou a profundidade e o alcance das informações, o que permitiu não somente descrever, mas interpretar os dados, tendo a linguagem como um dos principais recursos para conhecer a essência dos fenômenos, em consonância com o conceito de promoção da saúde. Objetivou-se, então, analisar como os professores da Educação Básica compreendem sua afetividade em sala de aula e como a relacionam à sua saúde. Para tal, participaram 10 professores que, à época, lecionavam no 6º ano de uma escola pública do interior paulista. Como ferramenta para construção dos dados, foi adotada a entrevista narrativa; os dados foram submetidos à Análise Temática proposta por Braun e Clarke (2006), focalizando os aspectos expressados e palavras presentes no discurso (material linguístico), considerando o campo da subjetividade, das necessidades e motivos dos sujeitos, para dar luz à forma do processo de significação da afetividade dos professores e como a relacionam com a sua saúde. A análise do material resultou na organização de quatro temas: 1. Desafios da profissão: os afetos que afetam a sala de aula; 2. as relações na e para além da sala de aula: as semânticas dos vínculos; 3. as vicissitudes dos afetos do professor: do desejo à frustração, da satisfação ao desgosto; 4. os afetos que afetam a saúde do professor: o adoecimento e as estratégias de enfrentamento. Espera-se que, com os resultados deste estudo, surja um novo olhar para a experiência afetiva do professor, uma compreensão integral, buscando outro entendimento da concepção da afetividade e seus impactos na saúde do professor em sala de aula, não apenas atrelada à relação ensino-aprendizagem ou saúde-doença, mas suas explicitações e consequências como aspecto das interações em sala de aula, e do próprio trabalho docente / The school institution faces other and new formative demands, in this scenario of transformations, it is also noticed a significant change in the teaching activity. For this, it is necessary to manage the conflicts and adversities, which causes physical and affective exhaustion. Not always appreciated in the pedagogical work, the affective dimension of the teacher may assume multiple senses and different meanings in human relations. This dimension, therefore, must be considered in the dynamics of interactions, from the context that has been produced and produces, since the events of the life have different meanings and senses for each person, who conceives his/her way of being-in-the-world. In this sense, a qualitative research was proposed, based on the historical-cultural perspective of Vygotsky\'s human development. Thus, the approach privileged the depth and the scope of the information, which allowed not only to describe but to interpret the data, having the language as one of the main resources to understand the essence of the phenomena, in accordance with the concept of health promotion. The purpose of this study was to analyze how teachers of Basic Education understand their affectivity in the classroom and how they relate it to their health. For that, 10 teachers participated, who, at the time, was teaching in the 6th year of a public school in the interior of São Paulo. As a tool for data construction, the narrative interview was adopted; the data were submitted to the Thematic Analysis proposed by Braun and Clarke (2006), focusing on the expressed aspects and words present in the discourse (linguistic material), considering the field of subjectivity, the needs and motives of the subjects, to give light to the form of the process of teachers\' affectivity and how they relate it to their health. The analysis of the material resulted in the organization of four themes: 1. Challenges of the profession: the affects that affect the classroom; 2. relations in and beyond the classroom: the semantics of links; 3. the changes of the teacher\'s affections: from desire to frustration, from satisfaction to disgust; 4. The affects that affect the health of the teacher: illness and coping strategies. With the results of this study, it is hoped that a new perspective emerges for the teacher\'s affective experience. Then, this integral comprehension will seek another understanding of the conception of affectivity and its impacts on the health of the teacher in the classroom, not only linked to the relation teaching-learning or health-disease, but its explanations and consequences as aspect of the interactions in the classroom, and of the teaching work itself

Orientador: Sérgio Antônio da Silva Leite / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T22:46:55Z (GMT). No. of bitstreams: 1 Magrin_MariaIsabelDonnabella_M.pdf: 11195394 bytes, checksum: c6228bf13bf520a01e3553770cf46a28 (MD5) Previous issue date: 2012 / Resumo: Os dados desta pesquisa foram coletados a partir de entrevistas feitas com quatro sujeitos adultos, leitores e produtores de texto, que tiveram uma infância considerada vulnerável. O objetivo foi descrever e analisar as condições que possibilitaram a esses sujeitos obterem sucesso em seu processo de alfabetização e se envolverem com práticas sociais de leitura e escrita, fazendo uso dessas práticas, principalmente, em seu ambiente de trabalho. As verbalizações dos sujeitos foram transcritas e organizadas em núcleos temáticos, a partir dos quais foram reconstruídas as respectivas histórias de cada sujeito, com relação ao seu processo de constituição de leitor e/ou produtor de texto. Observou-se que todos os sujeitos relataram histórias muito significativas na área da leitura durante a infância. Essas mediações começaram a ocorrer antes mesmo de o indivíduo ser alfabetizado, e envolveram pessoas muito próximas e de grande valor afetivo para o sujeito. A maior parte desses mediadores está ligada à família ou à escola e em todos os casos aparecem a figura de - pelo menos - dois professores inesquecíveis. Os dados são analisados a partir da abordagem histórico-cultural. / Abstract: Data from this study were collected by interviews with four adult subjects, readers and producers of text, which had a childhood considered vulnerable. The objective was to describe and analyze the conditions that allowed these individuals to succeed in the process of engaging with literacy and social practices of reading and writing, making use of these practices, especially in the workplace. The subjects' verbalizations were transcribed and organized into themes, from which their stories were reconstructed for each subject, with respect to its process of formation of the reader and / or producer of the text. It was observed that all subjects reported very significant stories in the area of reading during childhood. These mediations began to occur even before the individual is literate, and involved people very close and great emotional value for the subject. Most of these mediators is linked to family or school and in all cases appear in the picture - at least - two unforgettable teachers. Data are analyzed from the historical cultural approach. / Mestrado / Psicologia Educacional / Mestre em Educação

This dissertation contributes to the philosophy of empathy and biomedical ethics by drawing on phenomenological approaches to empathy, intersubjectivity, and affectivity in order to contest the primacy of the intersubjective aspect of empathy at the cost of its affective aspect. Both aspects need to be explained in order for empathy to be accurately understood in philosophical works, as well as practically useful for patient care in biomedical ethics. In the first chapter, I examine the current state of clinical empathy in medicine including professional opinions about empathy, the dominant definition being employed, and the problems that arise from this definition. By trying to define empathy in a way that is useful to the current presuppositions in medicine, clinical empathy aligns with simulation theory, which has three problems: the discrepancy between the way empathy is defined and the way it is explained, the lack of diversity that this theory of empathy allows in our understanding of others, and the lack of affective understanding and affective engagement involved in the patient-physician interaction. These three problems are used to derive three questions that are important for any theory of empathy: (1) What is the phenomenon being explained? (2) What is the intersubjective context of empathy? (3) What is the affective dimension of empathy? The best theory of clinical empathy can be formulated by answering these three questions as they relate to phenomenological theories, which are more attuned to overcoming presuppositions. Chapters two and three each examine a different phenomenological approach to empathy from opposite extremes in their theories of intersubjectivity. Husserl and Stein begin from an isolated, transcendental subject that needs empathy to bridge the gap between itself and others, while Scheler begins from a primary intersubjectivity in which self and other are undifferentiated, making empathy a largely unnecessary skill. Despite their strongly opposed positions, and the acknowledgement that their theories of intersubjectivity necessitate their theories of empathy, I argue that both fail to understand the affective dimension of empathy. Husserl and Stein leave no room in empathy for it to be an affect, while Scheler prioritizes affects that reunite subjects, but leaves empathy itself as a non-affective skill. Chapter four explains Gallagher’s interaction theory as a more moderate approach to the relation between empathy and intersubjectivity. He draws on the insights of the other two theories, but conceives of empathy as a multi-leveled phenomenon that allows for an understanding of others. While this theory does aid in addressing the intersubjective context of empathy in a way that best solves the first two problems with clinical empathy, interaction theory still fails to fully address the affectivity of empathy, maintaining empathy as a largely cognitive ability. Gallagher does acknowledge the affective core of empathy, but he does not explain the way in which it is affective. In response to this problem, I explain Anya Daly’s application of Merleau-Ponty’s theory of reversibility to affectivity as a possible solution to the problematic gap in Gallagher’s theory. Chapter five focuses on theories of clinical empathy in order to address the neglected affective aspects of empathy, and respond to the problem of detached concern. The problems caused by detached concern are explained, as well as why the theories discussed in the middle chapters are still unable to solve them. This is done in two parts. In the first part, I explain the basis of this issue in the cognitive/feeling divide, as explained in the philosophy of emotion. Then, I give a brief overview of the phenomenology of affectivity to be used as a guide to the affectivity of empathy. In the second part, I examine three theories of clinical empathy that attempt to solve the problem of detached concern, noting their strengths and weaknesses based on their similarities to phenomenological approaches to empathy and affectivity.

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / This research addresses the dynamics that developed on the official Twitter account of Peru’s former president, Martín Vizcarra, before and during the Covid-19 pandemic. In the analysis, four trends crucial to political activity via Twitter are explored. These are the predominance of the emotional and affective component, the growing influence of fake news, deepening polarization that prevents dialogue, and the use of the platform as an information window. Results show that the pandemic effected a change in the account’s dynamics and audience participation: posting frequency on the @MartinVizcarraC account decreased, but Twitter users’ engagement more than doubled compared with the pre-pandemic period. In addition, the account strongly tended toward predominance of the emotional and affective component and informative value was the second most relevant topic for Vizcarra’s account. The communication of @MartinVizcarraC was unidirectional, focusing on the dissemination of content and avoiding conversation.

A conceptual model examining positive affectivity as a moderator of the influence of burnout on extra-role performance and quitting intentions is developed and tested. Data obtained from employees in the hotel industry in Turkey were used to assess the model. As hypothesized, burnout influences extra-role performance deleteriously and exacerbates quitting intentions. The results of the Chow test also reveal that positive affectivity serves as a moderator in reducing the detrimental impact of burnout on extra-role performance and quitting intentions. The findings and their implications are discussed.

abstract: Obesity is associated with many well-established health risks as well as high annual public health costs. Intervening in the trajectory of obesity becomes significantly more difficult after a child has reached obesity. Therefore, it is crucial to understand the processes that influence weight early in life. Parents serve as one of the main influences on child health, have a significant impact on the weight of their offspring, and are often incorporated into childhood obesity prevention programs. However, the mutual influence that parents and children have on each other is not accounted for. Using an Actor-Partner Interdependence model, the current study 1) examined the effect of children’s and mother’s temperament (e.g., negative affectivity, effortful control, and impulsivity) on their own weight as well as the weight of the other dyad member, 2) explored the effect of the interaction between mother and child temperament on both members’ weight, 3) assessed the effect of mother’s approach to food on mother and child weight, and 4) investigated how temperament might moderate the relationships between mother’s approach to food and mother and child weight. The sample consisted of 220 mother-child dyads. Children ranged from 4 to 6 years of age. Mothers completed self-report questionnaires on their own temperament and approach to food as well as their child’s temperament. Weight measures were assessed in the laboratory for both mother and child. Results indicated children’s impulsivity was related to their mother’s higher weight. The interaction between mother and child temperament was not significantly associated with weight. However, the interaction between child impulsivity and mother’s approach to food was significant; the effect of the mother’s approach to food on her own weight depended on their child’s impulsivity behaviors. Specifically, mothers’ approach to food on her own weight was nonsignificant when her child showed higher levels of impulsivity. The association of mother’s approach to food with her own weight was stronger when her child exhibited average to low impulsivity levels. This investigation of the influence of mother and child on each other’s weight is well-placed for translation into later obesity preventative and intervention efforts for family systems. / Dissertation/Thesis / Doctoral Dissertation Psychology 2021

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