Cognição como atividade humana criadora em vivências de estudantes de pedagogia

Abstract

In this article, we discuss different schooling trajectories through Case Studies of three students from a Psychology of Education class of the Pedagogy Course at Federal University of Minas Geraisand their families. The students and their families reported tense and painful living experiences (perezhivania) in these trajectories. Such living experiences led us to ask: How to think of cognition as a creative human activity? How to relate cognition to the social practices in which it is generated? In the context of the classrooms of that university, academic literacies were highlighted in the students’ discourses and we were able to acknowledge the strength of affection constituting and being constituted by socially situated cognition, by cultures and by languages in use. We argue that these concepts are closely related in the reported living experiences, at times one or the other becomes more salient, but they are always in dialogue, constituting people. The dialogue between theory and the interviews led us to understand the inseparability between affect, cognition, cultures and languages and, consequently, to propose a synthesis: the unit of analysis [affection/social situated cognition/cultures/languages in use] -ACCL -based on Cultural-Historical Psychology, which proposes the affect/cognition unit, and Ethnography in Education, which argues that cultures and languages in use are inseparable. The ACCL unit allowed us to look at people, humanizing their schooling trajectories, as well as allowing us not to stigmatize them or label them as disabled.