A afetividade no processo de desenvolvimento pleno da criança na educação infantil

Abstract

Affection occurs concomitantly with the cognitive development process, given the interdependence between biological and social factors. Thus, the affective, cognitive and motor dimensions are closely intertwined, since, for the integral construction of the individual, biological, intellectual and affective aspects are considered. This study aimed to understand how affective relationships contribute to the full development of the child, as well as to discuss the role of affectivity in the teaching and learning process; understand the relationships between teacher and student from the perspective of affectivity; and, finally, to analyze the conceptions of affectivity in pedagogical practices from the perspective of four Kindergarten teachers from a school in João Pessoa. For the construction of the theoretical basis we used authors such as Piaget (1971, 1976), Vygotsky (2003), Wallon (1995), Galvão (2014) and Almeida and Mahoney (2007). To achieve the proposed objectives, this research followed the qualitative approach in the case study modality. We used the questionnaire as a data collection instrument, in addition to bibliographical and exploratory research as methodological procedures. The answers to the open and closed questions of the questionnaire covering affectivity in the teacher-student relationship and its effects on learning, as well as on affectivity in the child development process, were analyzed from the dialogues discussed in the theoretical framework of this study, categorized by means of the construction of tables that facilitated the interpretation of the data. For analysis we used the content analysis method (BARDIN, 1977). The results showed that in the learning space of the kindergarten school, teachers understand the dimension of affectivity as fundamental, being correlated to the child's full development, with regard to cognitive aspects and knowledge acquisition in Early Childhood Education.