A influência da afetividade nas práticas pedagógicas de professores da educação infantil: um caso prático no município de Piancó-PB

Abstract

The emotions experienced in the first years of life are fundamental for the healthy development of the subjects and also for the consolidation of the affective relationships we establish with other people and also the bonds through which they are built.Understanding this relevance, we recognize that school is an important space for the consolidation of positive affective relationships, since it is in this space that children and adolescents, everyday, live together, build affections and learn about ways of being and living in society.Therewith,we recognize that the affections are structuring for the pedagogical practices, being constituted via teaching action and, still, constituting the teacher-student relationships.So, understanding affection as a component of pedagogical practices consists in giving meaning to the elaboration and application of educational activities, considering that the teaching action is marked beyond the content intentionally transmitted.Understanding affectivity as a teacher's commitment is not only recognizing the act of affection with the learner, but also with one's own professional choices.From this understanding this understanding, the present study aimed to analyze the influence of affectivity on the development of pedagogical practices, from the point of view of the teachers of Infantile Education of a municipal school in the city of Piancó-PB.To reach the proposed objective, a qualitative, case-study study, conducted at a municipal school in the city of Piancó-PB, was delineated as research methods.To collect data we used the semi-structured interview, applied to a sample composed of five teachers of Early Childhood Education. For the data analysis the Thematic Analysis was considered through a category grid projected on the content inspired by Laurence Bardin's Content Analysis. For the data analysis the Thematic Analysis was considered through a category grid projected on the content inspired by Laurence Bardin's Content Analysis. The study concluded that teachers understand the emotion and affectivity dimensions as well as their influences on student learning. For the teachers, the affectivity is present in their pedagogical practices from the elaboration of their activities to the daily exercise of the function of facilitators of knowledge.For them, the influence of affectivity on pedagogical practices occurs in the establishment of a good relation with the students, transmission of the contents, unlocking of emotions and in the work in the classroom.However, it is worth emphasizing that, from the point of view of relationships, we can not say that teachers consolidate affective practices in school, since we understand that there may be a gap between how one thinks and how one acts in and out of school.