Relações afetivas no curso de pedagogia e seus impactos na formação docente

Abstract

The study addresses affective relationships in the graduation in Pedagogy course and teacher training. Thus, the central question is defined problematic what affective relationships are built by teachers in the Pedagogy course at CCHSA/UFPB and how do these impact the training of students? The general objective is to investigate the affective relationships between teachers in the Pedagogy course at CCHSA/UFPB and the impacts on student training. And the specific ones, identifying affective expressions of teachers in the daily life of the Pedagogy course; and, knowing how affective relationships interact with students' training processes. The research is justified by the relevance of better understanding the affective relationships produced in the classroom, which influence students' engagement in the training path, motivation to stay on the course and the construction of knowledge. Understanding how these issues affect the academic environment is fundamental to promoting an inclusive and motivating space for learning and the professional development of students. It is characterized as a qualitative research in education that used a questionnaire with six open and closed questions to generate data, applied to four students from the highlighted course. The data constituted were organized into two subsections: Affective expressions of teachers in the Pedagogy course and Affective relationships and interactions with the training processes. The first subsection shows that affective relationships influence the learning process, by facilitating interaction, motivation and well- being of students, to better build knowledge and achieve good training results. The second notes the negative impacts on relationships between teachers and students, such as lack of understanding, lack of empathy, unavailability, authoritarianism, arrogance and excessive demands on activities, which makes it difficult to build an environment conducive to sharing knowledge and positive experiences. It is concluded that affective relationships are essential to teacher training, therefore, they need to be reflected and cultivated. They encourage attitudes of respect and care, becoming an ally of teaching mediation, fostering the creation of bonds of trust, a sense ofsecurity and acceptance in the training itinerary, contributing to the formation of caring future teachers.