O desenvolvimento da afetividade nos processos de ensino e de aprendizagem de crianças dos anos iniciais do ensino fundamental: perspectiva docente.

Abstract

Affection is an important element in the life of any individual, interfering in their construction and formation, influencing everything from their learning to their personality. Learning, in turn, is a biological element that is also influenced by affective aspects, therefore, it is relevant to understand the relationship between both. Throughout this work, the objective was to understand the perceptions of teachers from a municipal public school in the city of São José de Piranhas - PB about the development of affection and its relationship with the learning of students in the initial years of elementary school, with the following specific objectives: to verify how teachers of the initial years of elementary school at this school understand affection; to identify the perception of teachers regarding the influence of affection on the development of the learning of students in the initial years and to investigate how the affection-learning relationship is presented in practice through the student-teacher relationship. This topic is relevant because it encompasses elements that directly interfere in student learning and it is necessary for the teacher to have knowledge on the topic, since it is not enough to only master the content base that is mediated, but it is also necessary to have information about the development of their own students and the mechanisms that are directly linked to cognitive processes. This research is of a qualitative nature, and a structured interview and observation were used as data collection instruments. Through data analysis, it was possible to verify that teachers have a general view of affectivity and perceive its relationship with learning, manifested mainly by the student-teacher relationship and the implications arising from this relationship, such as dialogue and respect. In addition, it was also possible to verify the influence of the environment and family participation in the students' learning process, as well as the relationship between the intended objectives, the teacher's practice and attitude, which may or may not reflect these objectives in a positive way, directly impacting the progress of classes, the student's behavior and their relationship with knowledge.