Teoría integral de la afectividad : aportes para el desarrollo de la Inteligencia y la educación emocional y afectiva


Rossi, Miguel Angel
Souza, Maria Thereza Costa Coelho de




490 p.


Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)




The objective of this Thesis is to propose a type of psychological and socio political approach to reconsider the formation and formalization of knowledge sch e mes and the construction of subjectivity. What leads me to this is the fac t of trying to assign an epistemological character to affectivity that allows me to think about the conformation of affective schemes prior to the Piagetian structure of action and thought schemes (representative and logical operative). This reconsiderati on allows me to rethink the way, not only in which the subject begins to know, but also, in which he (or begins to know "the other", that which conditions him in the formalization of his schemes and in the product of the themselves. Consequently, thes e schemes cannot be thought outside of the social and political matrix that makes them up, and neither of the singular and situational matrix where these schemes develop. Hence, they will be conditioned by certain affective regimes and their patterns of af fection and bonding; and by the affective environments and the type of affections that are experienced and reproduced in their space. What initially "affects" the baby will be given by a "social form" of affect, that is, by affective forms gestated within a social fabric that respond to a duty to be or to a form of vehicle of affect how give love, how to care --, and the affective responses vided by those responsible for their care how they respond to crying, to tantrums, or in general, to the bond with the baby. Since "the affect" that the caregivers deposit or manifest, it will turn out to be "molded" by the affective social form that educated them and crossed them in a given time space , and by the affective social form that they internalized according to their experiences and material conditions of existence. Finally, this leads me to reconsider what affectivity is in a broad sense is it a power? Is it energy? Is it a force? --, and what aspects or instances it involves and / or involves affects, se nsations, emotions, feelings, values. Situation that prompts us to carry out a very exhaustive and important re construction work, to try to differentiate some concepts from others, within the framework of affective materiality , a fact that will allow me t o review, in turn, the link of the affe ctivity with the body and the ló gos , and fundamentally, with the intelligence. Consequently, this connects us with one of the vacancies and with the concrete originality of this thesis, which seeks to bring order to t he discussions that have developed around the «affective turn» (Alí and Giazú 2013, 2014; Greco and Stenner, 2008; Blackman and Cro mby, 2007; Macón 2013) where there are indistinctions and when not oppositions between the notions of «affect» and «emotio n», and clarity, regarding the discursive continuums that are framed on the basis of the emotional and / or the affective. Therefore, the propedeutic objective of this thesis consists of knowing the drifts and the power of our affective forces and how thes e are linked to our practice and to our ways of thinking, in order to know ourselves better and act accordingly, on the basis of of an ethics and aesthetics aisthesis of existence based on full life in community. For this reason, I start from considering that affectivity is intrinsically linked to knowledge and in a double aspect: subjective and psychogenetic. That is to say, although it is undeniable that the affects are part of the active life of man, the original role that affects occupy in the constru ction of that life in its subjective, practical and cognitive dimension is not so clear. Hence, the focus of this thesis is placed on the following premise: that affectivity turns out to be an initial instance of the development and conformation of subjectivity. Consequently, this is linked to another of the objectives, with the commitment to thinking about the promotion of the development of intelligence and emotional and affective education from the implementation of a special classroom work method design ed for that end. Since the idea is to try to train children so that they acquire a type of explicit knowledge about the place that affects and emotions occupy in their form and dynamics of life. For the Romans, primary schooling was part of the past that h ad to be banished, as it was fraught with errors and deformations, for that reason, the mission of psychogogy was to teach them in their adolescence and adulthood to transform the habits and attitudes that them they moved away from the correct "self c are But if mass primary schooling were concerned with carrying out an explicit affective training through a type of specific curricular content --, in the future there would be no need to amend or psy choanalyze "aspects of the past It is then a bout produci ng another type of meeting between Philosophy, Psychology, Psychoanalysis and Epistemology. That the result of interdiscipline, another formative view arises, another type of subjectivity, under the own gaze that is interwoven from the Social Sciences. Fro m this it also follows another of the intentions of this thesis: to return to Piaget. Not only because Piagetian epistemological theory is the one that still has an impact on the formalization of the school curriculum, but also because based on it and fr om the various contributions and critical views that have been made subsequently education is still being studied. , the integration and dynamics of the knowledge structures and the cognitive mechanisms that intervene in any teaching learning sequence. L ikewise, the revisitation of Piaget's theory on the basis of this epistemological and theoretical framework also constitutes a significant contribution, as well as the proposal around the characteristics of affective intelligence and the development of a c omprehensive classroom working method, propped up in the singularity. Indeed, the results are directly linked to the impact that this reconstruction and proposal may have in the public and pragmatic realms as educational policy and in the realms of soc ial and psychological theory , especially taking into account the advances of some time to this part of the draft laws on Emotional Education that are based on a dual and re- ductionist s tance of the emotional approach, a fact that, precisely, this Thesis at tempts to decon- struct and unveil.

Table Of Contents



I.Metodología y abordaje teórico propuesto
II.Diagramación de la Tesis


1.1. Del continuum al discontinuum : Los conceptos de pasión, afecto y emoción
1.1.1. La Grecia Clásica y el pensamiento agustin iano: de pasiones y afecciones
1.1.2. Spinoza y Descartes: el surgimiento del discontinuum entre los afectos y las emociones
1.1.3. La profundización del discontinuum en la Modernidad: de la afectividad a la sensibilidad La Ilustración Insular: la estética y el «sentimentalismo» moral La Ilustración Prusiana Alemana: La sensibilidad como facultad de conocimiento La «intuición eidética» en Husserl, la vuelta a la «esencia»
1.1.4. La división de las Ciencias: la presentificación del discontinuum , las emociones en tensión con los afectos Darwin, el conductismo y las teorías instintivas y periféricas Sartre y el abordaje fenomenológico de la emoción La psicología del desarrollo: Ribot , Piaget y Wallon La concepción de la afectividad en Piaget y la progresión afectiva
a) Primer Estadio: Montajes Hereditarios, los instintos y las emociones
b) Segundo Estadio: Los afectos perceptivos y las formas diferenciales del agrado y de la decepción
c) Tercer Estadio: Los afectos intencionales
d) Cuarto Estadio: Los afectos intuitivos y el comienzo de los Sentimientos interindividuales
e) Quinto Estadio: Los afectos normativos; la voluntad y los sentimientos morales autónomos
f) Sexto Estadio: Los sentimientos ideales y la formación de la personalidad La perspectiva funcionalista de Wallon y Malrieu El psicoanálisis Los aportes de Freud y Lacan . Ekman, las Neurociencias y el campo actual
1.1.5 Síntesis conclusiva
1.2. El abordaje formal de la materialidad afectiva
1.2.1 Abordajes específicos sobre la materialidad afectiva « Energía sin estructura » : la concepción de la Epistemología Genética De « reacciones arcaicas » a « reacciones de adaptación » : el abordaje estructural y funcional de Watson, Wallon y Malrieu Del « quantum de energía » al parlêtre : la posición de Green, Klein y Lacan El embodiment neural y corporal: el abordaje desde la neuroafectividad « Aliento Energía del alma » : de la Filosofía Hindú a la Antroposofía
1.3. La afectividad como terceridad bivalente: la tríada afecto acción pensamiento
1.3.1. La materia/forma «energía»: la materialidad propia de la afectividad
1.3.2. El instinto, la pulsión y el conatus: las tres tendencias energéticas de la afectividad
1.3.3. La afectividad como terceridad del par «cuerpo mente» [soma-lógos]
1.3.4. Teoría integral, evolutiva y material del desarrollo de la afectividad

2.1. Explicación psicogenética de la formación del aparato psíquico
2.1.1. La sensibilidad y el principio de resonancia: el rol del cuerpo y del sentir
2.1.2. El rol de la imaginación: La unión afecto-imagen-acción y los mecanismos de proyección e introyección
2.1.3. El rol del entendimiento: La función semiótica y los mecanismos de asimilación y acomodación
2.2. Los esquemas afectivos y su progresión psicogenética

3.1. La noción de régimen y de dispositivo: el habitus, el ambiente y la « forma social » de los valores y los afectos
3.2. De la ideología a la afectología: breve compendio de los distintos regímenes afectivos
3.2.1. El éthos griego, el maniqueísmo moral y el ordo amoris del medioevo
3.2.2. La Modernidad: el surgimiento de los dispositivos disruptivos y la consolidación de un nuevo régimen hegemónico El egoísmo o la simpatía pragmática: las dos tendencias dentro de la « economía de las pasiones» El iluminismo y el surgimiento de los diversos dispositivos afectivos: de la luz a la oscuridad de la razón


4.1. El concepto de inteligencia y su vínculo con la afectividad
4.2. Cruce entre el desarrollo de la inteligencia afectiva y la progresión de los esquemas afectivos
4.3 . Técnicas para promover su desarrollo
4.4 . La educación emocional y afectiva Aportes teórico prácticos del trabajo de campo realizado


Título obtenido

Doctora de la Universidad de Buenos Aires en Ciencias Sociales

Institución otorgante

Universidad de Buenos Aires. Facultad de Ciencias Sociales

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