Sentidos da afetividade na BNCC: análise no ensino fundamental anos iniciais

Abstract

This research is based on the discussion about the issue of affectivity between teacher and student and its importance in the teaching and learning process. Thus, this study aims to analyze the National Curricular Common Base (BNCC) and conceptions about the importance of affectivity in the relationship between teacher and student. Methodologically, we did the qualitative analysis that was used in conjunction with the study of the collection of bibliographical data, to which we present new studies added to those already existing, reflecting the affectivity was based on the theory of some authors such as Comenius (2002), Rousseau (1994 ) and Wallon (1996), as well as the contribution of affectivity in relation and development in teaching and learning. We did the analysis of the BNCC, an important document for the development and practice of current education, which can help even more the evolution of the same and the development of students. Through several analyzes made on this document about the affective conceptions between teacher and student, it was verified that there is a relative absence of this theme in the discussions. Thus, we came to the conclusion of the relevance of the subject addressed, which could include the conjecture of inclusion within the phases in the BNCC document, as a way of supporting and consolidating the teaching work.