LOIOLA, Ianca Vitória Pontes.
Résumé:
This monograph work arose from the following question: in what way can affectivity, in the relationships experienced in the classroom, contribute to the development of children's learning in Early Childhood Education, from the understanding of teachers. In the general objective we have: to understand the affectivity concept in the Wallonian perspective, considering the aspects: affective, cognitive and motor. The specific objectives are described as follows: to discuss the school learning of children in Early Childhood Education, based on the relationships established in the classroom, based on teachers' perceptions; to identify what teachers understand about affectivity and its relationship with the teaching and learning processes in Early Childhood Education and, finally, how teachers understand interpersonal relationships in the classroom. This work makes us think about the discussion of affectivity in the development process of children's learning in early childhood education, enabling a broader and more critical view of the adopted pedagogical practices. This research is based on theoretical foundations, ideas discussed, considering the Wallonian theory and the concepts of functional sets: affectivity, cognition and motor act, as drivers of the integral development of the child. This is a qualitative research. Using the data collection instrument the semi-structured interview and content analysis in the thematic modality. The interview was carried out with three teachers of Early Childhood Education in the municipal public school system in Aparecida/PB. In the considerations we can emphasize the importance of good relationships in the classroom to favor the construction of diversified knowledge and interaction with the other, with the external environment, the way we are affected and affect the other interferes and influences in our lives everyday.
