AFFECTIVITY IN INTEGRATED HIGH SCHOOL: PERSPECTIVES OF EPT STUDENTS

Abstract

The scope of this article was to broaden the understanding of the role of affectivity in a formative paradigm of an integrative perspective in Professional and Technological Education. The objective of this study was to analyze the opinion of students about affectivity and the manifestation of feelings in interpersonal relationships in the context of Professional and Technological Education (EPT). Methodologically, exploratory research was used, with a qualitative approach and empirical research carried out with 12 students, regularly enrolled in Integrated High School (EMI), at the Federal Institute of Education, Science and Technology of Rondônia (IFRO), Vilhena Campus. Data construction was carried out through a questionnaire. The results indicated that most participants (83.3%) consider the manifestation of feelings essential for these relationships, recognizing that non-pleasant emotions are part of the human experience. There is an understanding that affection is not limited to love relationships, and 75% of the participants believe that an affectionate coexistence is necessary to humanize the other. Welcoming was highlighted as an important part of affectionate relationships. The research reinforces the importance of affectivity in the construction of meaningful bonds and in the cognitive and social development of EMI students.