Importância da afetividade no ensino fundamental.

Abstract

This research focuses on "affection related to the school environment". Affection is a dimension that has been increasingly discussed and implemented by teachers who believe that it can positively influence students' learning and relationships in the classroom within the school environment. The general objective is to understand how teacher affection contributes to identifying, addressing, and solving learning problems in elementary school students. To achieve this goal, qualitative exploratory research was conducted, in which data were analyzed using the analysis technique. A questionnaire was developed as the data collection instrument, containing sociodemographic questions to understand the participants' profiles and five openended questions to explore educators' ideas about the topic. Ten teachers from three municipal schools in the city of Cajazeiras-PB, working in the early years of elementary education, participated in the research. The theoretical framework is based on authors such as Wallon (2008), Antunes (2008), Dantas (1992), Vygotsky (1998), Barbosa (2020), Freire (1996), among others. From the data analysis, it can be observed that teachers' opinion regarding affection is that it is a crucial dimension for learning. Through emotional feelings, a closer connection can be established between the teacher and the student, which can facilitate the identification of learning problems. Affection can also develop feelings of security and autonomy in students, and enable the creation of appropriate and more enjoyable methodologies.