Afetividade e relações interpessoais na Educação Infantil.

Abstract

The present work of conclusion of the pedagogy course deals with the importance of affectivity and interpersonal relationships for the integral formation of the student and its contributions to the teaching and learning process of children in Early Childhood Education. Its general objective was: to analyze the contributions about the discussion of affectivity and interpersonal relationships in the teaching and learning process of children in Early Childhood Education and having as specific objectives: to identify interpersonal relationships, guided by the discussion of affectivity in the teacher's conception /The; to discuss the relevance of affectivity in the teaching-learning process in the classroom and to reflect on the contribution of affectivity to the integral formation of children in Early Childhood Education, from the point of view of the teacher. The methodology allowed us to seek clarification on the subject, from a field research, characterized by being explanatory and descriptive, with a qualitative approach, the technique used in the research, for data collection was an interview, of semi-structured, organized through of a script previously elaborated with six questions and being directed to teachers who work in the Infantile Education of public schools in the city of Ipaumirim/CE. In order to obtain a theoretical basis, the research is based on the theories of Henri Wallon and authors such as: Didonet (2011), Freire (1996), Galvão (1995), among others that enabled a look at interpersonal relationships in the school environment, taking into account consideration of the discussion of affectivity as a facilitator of the teaching-learning process. The analysis of the research data allowed us to weave knowledge from teachers' reports, considering affectivity and learning in Early Childhood Education: rethinking interpersonal relationships. From this work, it is possible to recognize the importance that exists in the reception of children, in knowing what affection is and how to express it and how relevant it is for the Early Childhood teacher to have the opportunity to develop their skills and knowledge, keep updated in its pedagogical practice in a significant way, as it will be able to contribute in an affective way in the formation of children. It is concluded, therefore, that affectivity is present in interpersonal relationships and that it is fundamental for autonomy, the role of the student in the teaching and learning process.