Analysis of rational and emotional relations in a context of formative contamination

Abstract

This article aims to report observations related to a project of “educational contamination” in which disabled adults spend time in a nursery, becoming reference figures for children. Their intervention is mediated by educators who guide the parties not only in coordinating school time, but, above all, in managing relationships and emotions. The association of the terms “rational and emotional” with reference to the relationship indicates the possibility of ob- taining emotional well-being by making use of one’s thinking skills in a rational and constructive way (Ellis, 1993).