SANTANA, Lídia Maria Dantas de.
Resumen:
The present monograph research, carried out in the city of Cajazeiras / PB, has
as a guiding question: How can the emotional factor contribute or not to
the educational process of children in the 5th year of teaching
Elementary I? To respond to this problem, we elaborated the following
objectives: to analyze which emotional factors interfere favorably or
disadvantage in the learning of children of the 5th year of Elementary School I,
observe, in the classroom, behaviors related to emotional factors
experienced and felt by students and to identify emotional factors, made explicit
by the students themselves, who may or may not favor the teaching-learning process.
For the elaboration of the theoretical framework we used the
Henri Wallon (1973-1975) and the other researchers at
thematic: Azevedo (2003); Almeida and Mahoney (2007); Casassus (2009); milk
(2006), among others. For data collection we use the following
research instruments: Semi-structured interview with five students from
public network and classroom observation. This monograph is divided into
three chapters so described: in the first we have a theoretical discussion focused on
for the influence of the emotional factor for the teaching-learning process.
In the second, we present the Methodological Procedures, when
we contemplate the contextualization of the research field and the participants,
the steps that make up the data collection and the researcher and
participant. In the third chapter we have the analysis of the data which were
interpreted in the light of Wallonian theory. From the interviews it was possible to
conclude that the participants through different situations in the context
in the classroom and / or at home react with diverse feelings that, in
part, can interfere in the teaching-learning process, since it alters the
behavior, changes the dispositions and disorganizes the actions and reactions
that favor the construction of knowledge.
