Chapter from the book Affectivity and Learning; Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology

 

In the book ”Affectivity and Learning” by Pablo Fossa and Cristian Cortés-Rivera, the chapter developed by the authors Monica Reyes Rojas, Hernán Sánchez Río and Lívia Mathias Simão goes deeper into children’s experiences in dealing with stress within possible social relationships, both inside and outside educational environments.

It focuses on the many ways children choose to cope with conflict and anxiety, and also highlights how their motivations for avoiding or coping with conflict can vary widely. A central point is the importance of interpreting these actions, especially when we can classify them as hostile or friendly.

The chapter uses Bergson’s phenomenological view of humor as a theoretical framework to explore these interpersonal dynamics. This is done in the context of key concepts of intersubjectivity and otherness, with a theoretical and methodological metaperspective known as semiotic-cultural constructivism.

The text explores humorous actions in depth and how different forms of mockery can relate to intersubjective processes, based on Bergson’s ideas.

Finally, the possibility of analyzing rule games as scenarios that promote the coexistence between humor and development is raised. Suggesting that humor may play a role in the formation of social relationships during children’s growth.