As relações de afetividade no processo de ensino e aprendizagem nas turmas do ciclo de alfabetização

Abstract

This work named, "the relationships of affectivity in the process of teaching and learning in literacy cycle classes", aimed to investigate and analyzing the influence of affectivity relationships between the teacher and the student in the process of teaching and learning in the literacy and the likely factors that hinder the strengthening of this link. We started with a brief bibliographical research and digital texts and documents relating to the topic, where the theoretical foundation relied on theorists like Vigotsky (1994), Wallon (2005), Saltini (2008), wedge (2012), Saviani (2008), Freire (2011), George (2015), Damásio (2013), Rao (2011), Aquino (1998), Azevedo and war (2006). For this study, besides the bibliographical research, there was also a field research on elementary Municipal school Commander Cicero Leite, in the city of João Pessoa, in the State of Paraíba, investigative character search, through the application of questionnaires with objective and subjective questions for teachers and an interview for students, which contained questions about emotional, social and psychological behaviour, relationship between teacher/student, teaching model, pedagogical practice, interaction, indiscipline and emotions. The relationship that each professor addresses in your classroom is crucial for student learning, contributing to the development of a critical and transformative consciousness, in which this process should not decouple if the affection, and recognizing that the cognitive is associated to affection. Finally, we analyzed the results in the research, noting the relevance of the information obtained and associating with the contribution of theoreticians addressed, leading us to conclude that teachers need to understand that teaching need affection in the relationship with the student so that produce the expected effect: learning and teaching practice requires that the teacher take into consideration the feelings and emotions as they may promote, or not, the cognitive development, especially in the cycle of literacy.