A importância da afetividade entre professor e aluno diante do processo de inclusão educacional

Abstract

The present work discusses the importance of affectivity between teacher and student in the process of educational inclusion of students with disabilities, promoting through theoretical discussions the impacts of affectivity in the classroom, whether positive when present, or negative when absent. From this perspective, aspects of the paths towards the educational inclusion of students with disabilities are highlighted, as well as the link between school and affectivity. In this vein, this work aims to analyze how affectivity can contribute to the process of educational inclusion of children with disabilities based on published Brazilian studies. The theoretical foundation was based on a brief history of people with disabilities and inclusion; the articulation between affectivity and educational inclusion of students with disabilities and affectivity in the classroom as a driving element of the inclusive educational process. To this end, authors such as Mattos (2008), Figueiredo (2008), Ribeiro (2010), Mantoan (2011), Mattos (2012), Soares (2015) and Silva et al (2021) are pointed out as theoretical support, among others which collaborate with important reflections for the construction of this work. Regarding the methodological procedures, a qualitative approach was made Gil (2008) apud Patton (1990) in the construction of this work that was characterized as bibliographic research (Gil, 2008) because it consists of a review of articles found in national repositories such as Scielo, CAPES , Thesis Bank and Google Scholar. The time frame for analyzing the documents was between 2008 and 2021 to observe chronologically the impact of affectivity on the relationship between teacher and student n the process of educational inclusio. As a result of the analysis of this study, reflections on the contributions of studies on affectivity and inclusion of people with disabilities to the development of pedagogical practices that are actually inclusive and that impact on the integral formation of each student and the negative impacts that the lack of affectivity can cause in the relationship between the teacher and the student with disabilities. Therefore, the importance of this study is emphasized to collaborate with other discussions about affective practices and their effects on the process of educational inclusion of students with disabilities.