Afetividade e desenvolvimento infantil: a qualidade das interações adulto-criança nas práticas educativas

Abstract

This study's main objective was to discuss the theme of affectivity in the child's integral development, in order to highlight its fundamental relevance for improving the quality of adultchild relationships. We start from Henri Wallon's Theory of Psychogenesis of the Complete Person to take a critical look at affective relationships within the educational environment, also considering affective manifestations regarding the teacher's life and work. In this way, we seek to provide theoretical knowledge on this topic for every professional who is truly concerned with their pedagogical practices, in addition to demonstrating everyday situations of practices that refer to the strong presence of affective aspects within an educational institution, as well as the contexts that make us reflect daily on how we affect the development of each child who comes under our responsibility as teachers. Therefore, this study is a research with a qualitative, bibliographical approach and based on fieldwork, considering the contexts and characteristics of the space that surrounds it, in view of this, the methodology used in this research was built from the review bibliographical, ensuring an in-depth investigation of each part of this work, as well as through data analysis obtained through the collection instrument presented as a notebook of memories, an auxiliary tool in the collection of affective productions within a teaching experience. This study is important as it seeks to bring a new perspective and important considerations for the full development of children and their learning, as well as important elements of reflection in teacher training. Therefore, with this study we bring to the conclusion that affectivity goes beyond the concept of affection and that in relationships, what a person feels and the way this appears affects the quality of interactions and their development. Therefore, from this we reflect on the quality of the aspects that involve both teachers and children, as they are all factors that promote or not the well-being and development of children, as well as their learning.