Construções afetivas no contexto remoto: o que dizem as professoras de educação infantil

Abstract

This work aims to study how Childhood Education teachers build affective relationships with children in the context of remote work. And as specific: investigate remote interactive practices for the construction of affective relationships; and, identify how teachers and children express affection through remote activities. The two teaching professionals who participated in the research teach in Childhood Education, in kindergarten of the Municipal Education Network in the city of Dona Inês/PB. It is a qualitative research in Education, which among its contributions are the analysis of school phenomenon, their subjects and practices. To compose the data, we prioritized a semi-structured questionnaire with 13 (thirteen) questions organized into three axes: professional information; remote interactive practices and construction of affective relationships and expressions of affection in remote work. We tried to practice a sensitive look at the constituted data, analyzing them through word clouds and information boards. The results and discussions are in two subsections: Remote interactive practices and the construction of affective relationships and Affective expressions in the context of remote work. The first focus on the relevance that the teachers point to affective relationships in remote practices; the interactive practices developed for the construction of affective relationships and the affective relationships built with children in the remote context. The second highlights the children's expressions of affection with the teachers; the teachers with the children and, between the children. Affective relationships in the remote context continued to being explore by teachers through printed or digital activities, as they understand that they have positive influences on the child's life, motivating them to social interactions and development in various fields, such as cognitive, social and the motor coordination.