PEDROZA, Maria de Fátima Lopes.
Resumen:
This study aimed to discuss the contributions of affectivity in the educational relation
between teacher and student to the teaching-learning process in the Initial Years of
Elementary School. The objectives of this research focused on analyzing how
affectivity in the teacher-student educational relation contributes to the development
of the learning process; to characterize the teacher-student educational relation and
the contributions to the teaching-learning process; to identify the teachers'
understanding about the importance of affectivity; to describe the contributions of
affectivity in the teaching-learning process of the students. To accomplish this work,
we carried out observations in the classroom and individual interviews with 04 female
teachers who work in the second, third and fourth years of Elementary School, in a
public and state school, from Cajazeiras-PB city. We understand that the affectivity is
very important in the teacher-student educational relation so that the teaching
process occurs favorably to the student's learning and the teacher’s work, because
when this relation is guided by respect, dialogue and affection, it facilitates the
interaction between students and teachers, as well as the development of these
individuals. Through observations in the classrooms and interviews with the female
teachers, we can understand that affectivity in the educational relation between
teachers and students contributes significantly to the teaching-learning process and,
thus, facilitates both student learning and the teacher's daily work. In this sense, this
study allowed us to reflect on the important function of the teacher as mediator of
knowledge with students, and how this professional can contribute to facilitate the
student learning, transforming the classroom in a harmonious environment, as well
as in a dialogue and learning place, considering the affectivity as an important factor
for this process.
