A afetividade e os processos de ensino-aprendizagem na EJA

Abstract

The subjects that dealt with Youth and Adult Education aroused my interest in exploring the emotional issues that accompany the public in this type of education. The theme of this work is Affectivity as part of the teaching and learning process in youth and adult education, and its aim was to understand how affectivity can interfere in the teaching and learning process between teachers and students in the EJA. This is a qualitative study, using observation techniques and semi-structured interviews, carried out at the luiz Vaz de Camões Municipal Elementary School, located in the Mangabeira district, in the city of João Pessoa - PB, in the EJA classes of cycles I and II on the night shift. The theoretical basis was based on a literature review of authors who address affectivity in their studies, such as Tassoni (2000), Gazoli (2013), Leite (2014) and Freire (2011). After analyzing the data, we concluded that affective relationships within youth and adult education, when consolidated between teachers and students, between students and their peers and between students and other members of the school, become significant for the teaching and learning process.