A afetividade como elemento facilitador para aprendizagem no ensino fundamental: uma revisão sistemática

Abstract

The present work aimed to investigate the contribution of affectivity to the learning of elementary school students, through a systematic review of the literature. The LILACS, SciELO and CAPES Periodicals databases were consulted, resulting in the selection of three articles published between 2019 and 2020. Data analysis allowed the creation of four discussion categories: 1) Affective aspects in the teaching-learning process; 2) Students’ feelings in the school environment; 3) Gender issue; 4) Teachers’ perception of the contribution of affectivity. The results indicate a significant contribution of affectivity in the learning process, showing that school performance is closely linked to children's emotions and feelings, especially in situations of learning difficulties. The research expands the understanding of the affective dimensions in the school environment, considering in a holistic way all the agents involved: the school, the teachers, the family and the student himself.