O afeto na sala de aula: a relação professor-aluno na educação infantil

Abstract

This paper presents the affectivity role in Early Childhood Education, where he currently researches on the subject, has established that the affective dimension in the classroom should be recognized as essential part to the knowledge acquisition, precisely because the affectivity process is related to different perspectives and manifestations, involving the feelings and emotions. Thus, we take as a basis the theory of Henri Wallon, in which the affective dimension is central to the construction of the person and the knowledge thus, this study aims to describe the literature review in the affective relationship between student and teacher on the early childhood education checking if it may contribute to the cognitive development of children. The espoused path for the accomplishment of it consisted of a bibliographic review, in which a search was conducted in major databases that periodicals index on the subject under examination. Through the writings analyzed, it was possible to realize the paramount importance of the educator to be aware incorporate their practices with affective relations, considering that through dialogue, the affection, respect and embrace, is being promoted cognitive development child, since affection is a constitutive element in every human being. Thus, this paper has great relevance since it can infect and disquiet the educators of Early Childhood Education, especially to realize affectivity as a precious element for better interaction between educator and learner.