Vygotsky and the Theories of Emotions: in search of a possible dialogue

Abstract

The purpose of this article is to articulate Vygotsky's theoretical conceptualizations on Historical-Cultural Psychology with studies on emotions. The text emphasizes Vygotsky's theories on the development of higher psychological processes and mediation of signs in its constitution. We propose a way of understanding emotions based on the historical-cultural approach, starting from a plausible analogy with Vygotsky's ideas on thinking and language. Finally, the construction of such idea on the development of emotions is confronted with research and theories in the field of neuroscience and evolutionary psychology. It was done in order to establish an integrated view of the phenomenon and argue that Vygotsky's theory may continue to generate new knowledge in various fields, such as emotions. Keywords: Vygotsky, theory of emotions, emotions. ResumoEste artigo procura articular as conceituações teóricas da Psicologia Histórico-Cultural de Vygotsky com estudos sobre emoções. O texto enfatiza as teorias de Vygotsky sobre o desenvolvimento dos processos psicológicos superiores e a mediação dos signos na constituição desses. É proposta uma forma de entendimento das emoções com base na abordagem Histórico-Cultural a partir de uma analogia plausível com as ideias sobre pensamento e linguagem. Por fim, a construção de tal ideia sobre o desenvolvimento das emoções são confrontadas com pesquisas e teorias no campo da neurociência e Psicologia evolutiva buscando-se estabelecer uma visão integrada do fenômeno e argumentar que a teoria de Vygotsky pode continuar gerando novos conhecimentos em diversos campos de estudo, tal como o das emoções. Palavras-chave: Vygotsky, teoria das emoções, emoções.

Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation

“…More broadly, research specifically looking at the nature of happiness within inclusive pedagogy is absent, possibly because of a Western conceptualisation of the relationship between emotions and learning. This area could be explored further if framed by a Vygotskian perspective, which argues against a dualistic view of emotion and learning (Mesquita 2012), to create a common conceptual framework to help researchers from Indonesia and Europe work together.…”

Percepção dos alunos do Ensino Médio quanto aos Conteúdos Básicos de Mecânica, pré- e pós-construção e experimentações das “Bazucas de Batata”

“…Semelhante a Piaget, Vygotsky afirma que as crianças são curiosas e atuam ativamente em seu desenvolvimento, uma vez que atua como descobridor. Contudo, Vygotsky acredita que o desenvolvimento cognitivo está voltado às contribuições sociais e não à descoberta auto iniciada da teoria defendida por Piaget (MESQUITA, 2012;BODROVA;LEONG, 2015).…”

Emotion and its relation to cognition from Vygotsky’s perspective

“…Although VST offers a holistic framework that takes into consideration the role of affect in education, emotion per se has neither been examined nor theorised systemically within the theory (González Rey, 2016;Smagorinsky, 2011). Mesquita (2012) maintains that " [i]n his [Vygotsky's] work, there is not an explicitly and systematically organized theory of emotions, yet it is believed there is a consistent theoretical legacy for understanding psychological phenomena" (p. 809). Deepening our understanding of emotions from the VST approach can in turn support the current appropriation of the theory in educational research.…”