Afetividade: interação entre professores e estudantes nos novos ambientes de aprendizagem em tempos de pandemia

Abstract

After the pandemic that started around the world, caused by COVID-19, remote education was adopted to make it possible to continue the teaching and learning processes and guarantee the students' study routine. This paper aims to discuss the importance of strengthening affectivity in new learning environments. We intend to investigate how the relations between teachers and students take place in the new educational context in which schools are insert. In this sense, as a theoretical contribution to deepen this discussion, a reference was sought based on the theories of Piaget (1954), Vygotsky (1999) and Wallon (1995). It is assumed that the need for the insertion of affectivity as a mechanism of interaction, and the teacher needs to develop chances of transmitting affection, so that students feel welcomed and give meaning to new forms of knowledge transmission. The research was based on the description of a field diary carried out remotely in a 7th grade class, from a municipal school in Cacimba de Dentro-PB. From theoretical and empirical data, it was observed to obtain the insertion of affection regarding the reach to students, so that there is greater interaction between teachers and students in the midst of new scenarios, for carrying out activities, cutting doubts and questions, based on the affective relationships that are responsible for transmitting trust and security to the interaction processes.