A importância da afetividade no ensino fundamental para o estímulo à aprendizagem significativa

Abstract

The transition from Early Childhood Education to Primary Education marks an abrupt break in realities, presenting challenges for children. The overemphasis on cognitive development in Primary Education prompts reflections on what truly contributes to the creation of an environment conducive to student development. This study aims to analyze the importance of affectivity in Primary Education as a catalyst for meaningful learning. It aims to analyze the significance of affective dimensions in teaching practice; identify how affectivity contributes to children's learning in Primary Education; specify the contributions of theorist Carl Rogers through his concept of meaningful learning and explore the role of the teacher as a facilitator of learning, as proposed by Carl Rogers. The methodological approach employed in this investigation is a bibliographic review, with results analyzed through a qualitative research method. Theoretical frameworks that supported this study include Cunha (2017), Rogers and Rosenberg (1977), and Rogers (1977, 1985, 1997). The findings indicate that affectivity is fundamental for promoting learning through the dynamics of teacher- student relationships, and also aids children's adaptation during the transition from Early Childhood Education to Primary Education. Moreover, it was found that Roger’s concept of meaningful learning integrates cognition and affectivity, with it’s facilitative qualities enhancing interpersonal relationships essential for fostering meaningful learning. A limitation of this study is the lack of further research on the practical application of affectivity in Primary Education settings. The study concludes that affectivity is crucial for creating favorable learning environments in Primary Education, though it’s full potential is constrained by the persistent influence of traditional education models.