A percepção da importância da afetividade na prática docente da educação infantil pelos egressos da disciplina de estágio supervisionado II do curso de Pedagogia

Abstract

The present work concerned the theme of affectivity in Early Childhood Education: Reflections of internship paractices in the teacher education of students from Federal University of Paraíba. This research was aimed at the students of the institution who had already attended the Supervised Internship II discipline in Early Childhood Education. To this purpose, a questionnaire regarding both affectivity and teacher education was used, which somehow directly influences this process of affection experienced or not by teachers of early childhood education. The purpose of these questions was to reflect the importance of the discipline of Early Childhood Education for teacher education and to discuss how the student who graduated from this discipline perceived the paractices of affection during the internship field. Throughout this work we can notice how the theory of affectivity proposed by Wallon makes up the binomial care and education. According to the results obtained in relation to teacher education, we can see that in CREIs in João Pessoa we have a variation ranging from teaching to doctorate degree, with more quantity in graduated teachers. Regarding the paractices of affectivity we can conclude that positive and negative paractices were observed. The positive ones aimed to reinforce how important affectivity is in child emancipation. The negative ones were those which drew most attention for their quantity as well as for the impact they had on us. Finally, it was noticed a great need for preschool teachers to consider more carefully the act of caring that is inseparable from the paractice of educating considering the whole development of the child.