As relações afetivas entre professora, crianças e famílias no trabalho remoto: um estudo de caso na educação infantil

Abstract

This work discusses the theme of affectivity in Early Childhood Education. Its general objective is to analyze affective actions during the teaching-learning process of children in Kindergarten in the remote period and the specific objectives are: to identify whether affective relationships occur between families, children and their teachers; describe situations of socialization and interaction between children in class and; identify affective relationships in teachers' pedagogical practices and their results. Considering the idea that many children do not adapt to the educational institution perhaps because they do not feel wanted, well cared for, protected by the teachers. This is probably because not all educators exercise their teaching practice based on affection, preferring to teach classes with a technical, rude attitude, devoid of affection and care. It is from this problematic that this research arises. To do so, we had the following questions as a basis: Do pedagogical practices based on affectivity help in the integral formation of children? How does the educational unit in focus treat children on a daily basis in relation to affective aspects? To support this research we used the authors: Wallon (2010), Piaget (1976), Almeida (2005), Alencastro (2009), among others. We also use the Common National Curriculum Base (2017). The work was carried out through a case study, where we carried out a field research of an investigative nature and qualitative character, seeking to obtain as much information as possible. We used as instruments for data collection, observations and a questionnaire with questions that were answered by the teacher participating in the research. With this, it was possible to identify that the teacher has an affective relationship of affection, respect, attention to the children and also or most of the time with the children's families, but also points out the diversity of ways of thinking and acting in the family and the children, which leads her to conduct the teaching process with great respect and attention to affective expressions. These findings allowed us to conclude that affectivity should be seen as an intrinsic element in the teaching-learning process for children in the educational environment to acquire knowledge and develop with well-being, care, safety and other affective aspects that raise quality teaching and good human behavior.