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Given the importance that classes via videoconferencing are gaining as a tool in Brazilian education, in this paper we will discuss the situations that facilitate or hinder this type of learning based on the perception of students’ and professors’ feelings during a class. Thus we will favor the affective realm as a source of data on the success of the class and the teaching-learning process, based on Henri Wallon’s theory. Wallon (1981) [1] conceives of human beings and their psychic lives in an integrated manner and cites four functional domains: affectivity, which concerns reactions of pleasure and displeasure; motor, which refers to muscle tone for moving in space; cognitive, which encompasses all intellectual functions; and the person, which ensures functional integration. Each one of them has its structural and functional identity and is, at the same time, a constitutional part of the others, making up the human being. We have chosen affectivity as the object of investigation because we feel it is an aspect that cannot be ignored in teaching assisted by audiovisual technology, since it exercises considerable influence on it, as demonstrated by the research, and thus becomes an important source of data. The results point to technical, didactic, and mediational characteristics for professors’ planning in giving classes via videoconferencing, as well as indicators for the design of distance courses and selection of tools.

Videoconferencing, Affectivity and Teaching-Learning: Analysis of Professors’ Perception and Students’ Feelings during Videoconferencing