Abstract:
This article deals with the learning of people with disabilities (PCD). More specifically,
our main intention is to understand how socio-affective interactions can influence the
development process of these people. As specific objectives in this course
completion work, we seek to: present the notion of affectivity and learning from the
perspective of Interactionist Psychology; understand the relationship between
affectivity and learning from a historical-cultural perspective; and finally, identify
Vygotsky's contributions to the learning process of people with multiple disabilities.
We used bibliographical research as a methodology, selecting for this production
both classic authors, such as Vygotsky and Paulo Freire, and articles published in
the last five years on digital platforms on the subject. The results of this research
point to empathy and dialogue as vital elements in Interactionist Psychology, which
directly influence the development of learning, which becomes a necessary
instrument for the teaching and learning process of people with disabilities.
