Afetividade na relação pedagógica anos iniciais do ensino fundamental

Abstract

Affection, present in the relationship between teacher and student, generates possibilities for dialogues that contribute to a better understanding of how students learn, reflect and act, that is, favor the development of meaningful learning, as it is understood that children have their individualities and need to be recognized. This work aims to analyze the understanding of elementary school teachers, early years, on the affectivity in the relationship between teacher and student. How is this affection being put into practice in the early years? Field research was carried out with two teachers from a private school and two teachers from a public school. We adopted, as a methodological basis, bibliographical and exploratory research with a qualitative approach. Data were collected through structured interviews with elementary school teachers in the early years. We use Wallon (1968), Piaget (1998), Vygotsky (1998), Paulo Freire (1996) as a theoretical basis through a reflective dialogue on affectivity based on psychological theories and education. The results showed that the teachers believe that an affective education is essential for a better development in the teaching and learning process of children.