A afetividade no processo de ensino aprendizagem de crianças com TEA na educação infantil

Abstract

This study aims to analyze the contributions of affectivity to the teaching and learning process of children with Autism Spectrum Disorder (ASD) in early childhood education. The specific objectives are: to understand how affective relationships present in didactic-pedagogical practices can benefit the learning experience of children with ASD; to explore teachers' conceptions of affectivity and ASD; and to identify how educators can foster an affective environment to enhance the teaching and learning process for children with ASD. In this context, the study delves into themes related to ASD, early childhood education, and affectivity. It is grounded in the theoretical contributions of Michael Rutter (1978) and Lorna Wing (1981) regarding ASD and inclusion; Jean Piaget (1973) and Lev Vygotsky (1978) in relation to child development; and Henri Wallon (1934) in terms of affectivity. The research employed a qualitative, descriptive, and field-based methodology, also characterized as a case study, conducted in a private school in the city of João Pessoa. The findings indicate that affectivity plays a crucial role in the inclusion process of children with ASD in early childhood education, showing that learning is enhanced by welcoming and receptive environments. Furthermore, the study highlights several challenges within this process, such as peer interaction difficulties, teacher overload, limited professional and family support, and attitudinal barriers. Therefore, this research is relevant both academically and socially, as it contributes to scientific literature, broadens inclusive perspectives, supports continuing teacher education, and provides opportunities for further exploration and development of the topic, aiming to strengthen inclusive practices in the Brazilian educational context.