The affectivity in the teaching-learning context of students with disabilities

contributions of wallon and vygotsky's theories

Abstract

This research aims to analyze the contributions of Henri Wallon and Lev Vygotsky in the context of teaching and learning, focusing on the role of affectivity in the pedagogical work with students with disabilities. It is grounded in a theoretical-methodological approach based on Historical-Cultural theory, which combines Wallon’s emphasis on the integration of affectivity and cognition in child development with Vygotsky’s perspective on social mediation and the zone of proximal development. Semi-structured interviews were conducted with teachers working in EJA/NEEJA, addressing the interplay between cognitive and affective elements in education. This integrated approach seeks to build more harmonious and humanized teaching-learning relationships, enhancing the subjective transformation of students. The results indicate that by implementing pedagogical approaches based on Vygotsky and Wallon’s theories, schools can not only respect the specific needs of students with disabilities but also maximize their developmental potential through affective relationships, thereby promoting an inclusive and enriching educational environment. Pedagogical flexibility and the use of differentiated methodologies appear essential for the inclusion of students with disabilities, enabling them to reach their full cognitive and social potential. The review further reveals that social interaction and an affectively safe environment are fundamental elements for constructing inclusive educational practices, as proposed by the analyzed theorists.

Keywords: Affectivity. Teaching-Learning. Special Education.