A afetividade no processo de ensino-aprendizagem na educação infantil

Abstract

The affection is as rolling element in the formation of the subject and is established with greater emphasis on childhood, acting as a major factor in the construction of her relationship with their environment, this process involving organic phenomena, psychological and social. Therefore, this research aimed to investigate the importance of affectivity in the teaching and learning of early childhood education, especially with regard to the interaction between the teacher, student and or parent / guardian. We sought to investigate by means of a quantitative-approach, which mechanisms used to accomplish this interaction. From the data collection analyzing the perception of each group investigated through the records (in the field diary) of participant observations, interviews and questionnaires. The present study sought to highlight the need to promote a comprehensive educational practice and humanistic binds the family, especially equipping it so that it can corroborate qualitatively in the educational process. The results show that there is still a large gap to be filled to allow the integration of family and school teachers and guardians need to establish, in accordance with the specifics of their realities, mechanisms that enable the dialogue between them, promoting understanding the affective component as crucial to the child's learning, according to the specificities of each context and reality.