A afetividade na educação infantil e sua influência na aprendizagem das crianças

Abstract

This course completion work aimed to analyze the teachers' understanding of affectivity in early childhood education. To support the research in relation to affectivity, we carried out a bibliographical study using the authors, Souza and Soares (2019), Hillal (1985), Leite and Tagliaferro (2005), Wallon (2007), among others cited in the theoretical foundation of this work. A descriptive and qualitative study was carried out, based on field research carried out in rural schools located in the rural area of the municipality of Pombal-PB. As an instrument for data collection, a questionnaire was used that addressed questions about affectivity in early childhood education, and which was answered by teachers from rural schools in the municipal network. Based on the data collected, the result reinforces the importance of affective relationships in the educational field and become the guiding principle for achieving the integral development of children, emphasizing that the study of affectivity goes beyond the teaching-learning process, as all emotions and feelings are relevant for pedagogical practices to be successful in the educational environment.