EMOTIONS LEARN

Abstract

Emotions in Wallon brought meaning to psychomotricity that neuroscience cannot ignore. The interrelationship of triads (Silva, 2020): psychomotor (affectivity/cognition/motricity) (1879-1962 as quoted in Dantas, 1992), psychoanalytic (id, ego and superego) (Freud, 2010) and morphological (Lobos do Telencephalon/ Limbic System/ Central Nervous System (Wecker, 2001) brings a holistic view to the psychopedagogy of Teacher Education for the integral formation of its students and specifies the importance of the affective dimension as a key to stabilizing or destabilizing all triads. The hypotheses that we intend to analyze are: the affective dimension has priority over all dimensions and/or triads; emotions learn to learn and become knowing emotions. The justification is that teacher training courses do not contemplate the concept of comprehensive training for their students with a psychomotor vision that emphasizes the affective dimension. The alternation between affective and motor dimensions to stabilize or destabilize the psychomotor triad is the backbone of this article. He proposes that sometimes emotions can be good or bad, sometimes movements and expressions can assimilate the environment in a positive or negative way. However, we present here the affective dimension as a key to starting an interrelationship with good and bad results. The general objective is to present what is justified and the specific ones are to validate the hypotheses presented.