A afetividade nos anos inicicias do ensino fundamental

Abstract

This study aims to analyze affectivity in the Early Years of Elementary School, while seeking to understand how this theme occurs in the classroom, and thus trying to understand how this methodology influences the child's teaching-learning process. According to Piaget (2001) and Wallon (1998) affectivity is a sentimental psychological condition of the human being that may or may not be modified based on circumstances, and can be defined through different aspects of Psychology, Philosophy and Pedagogy. In this research, which is characterized as a literature review, an investigation process that involves locating, analyzing and synthesizing information related to Affectivity in the school context, through readings and bibliographic review, is essential. In this way, the review seeks to analyze the contribution and influence of affectivity to student motivation through the construction of knowledge, since this construct in learning is one of the facilitating points in stimulating cognitive development that enables a significant pedagogical praxis, taking into account consideration that affectivity has to be a more in-depth study by the teacher and by the educational institutions, seeking to understand the difficulties about affection in order to have better results in the school context and in the classroom. The results of this research demonstrate that there is a need for greater understanding and breadth of affectivity, as it involves a complexity in the entire process of acquiring knowledge through feelings, reasoning, memory and the individual difficulties of each student. It can be seen then that education professionals must have affectivity in the classroom as a contribution to human development, and thus seek daily knowledge to add to their practices and methodologies to positively favor the development of their students.