Afetividade e processos de aprendizagem: uma perspectiva psicopedagógica institucional

Abstract

This study aimed to verify how the educational psychologist may intervene in affective bonds educator / student to contribute to a better interaction in the classroom. This is an action research, characterized as the objectives as descriptive and exploratory, conducted through intensive direct observation, whose record was achieved through a script observation and notes in the logbook. The participants were 25 students in the morning shift of the 5th grade of elementary school with ages ranging from 12 to 14 years. Data collection was qualitatively analyzed the light of theoretical contributions that supported the study / practice. To the results it was found that psychoeducational activities in schools, contributed positively to mitigate the lack of approach, respect, affection, empathy, and others among student-teacher, providing the strengthening of relations among learners. Thus, it was evident that the educational psychologist uses proprietary methods and techniques, and be an interdisciplinary science, makes use of the play as an intervention tool in learning processes, contributing potentiating way to the student-teacher relationships. From this study is also expected to contribute to the institutional aspect of Psychology, as well as related fields. Because, positive contribution of consciousness to have this research and have opened paths in some way to other professional researchers of education.