Adolescents' emotional experiences in educational activities: a look at cultural-historical theory
Experiences; Emotions; Adolescence; Cultural-historical Theory; Education
This dissertation aimed to understand how adolescents experience the dimension of affect in school, based on the Historical-Cultural perspective. Grounded in Vygotsky’s contributions on the role of emotions in human development, the research employed focus groups as an investigative tool, creating a space for listening and reflection among participants. The lived experiences were considered the unit of analysis and examined through the analytical tool Palavra, which enabled the understanding of the meanings and senses attributed to these experiences within the educational environment. The findings highlight the importance of recognizing affect as a constitutive part of human development and integrating it into educational practice, especially during adolescence.