A afetividade enquanto objeto de estudo e curso de pedagogia

Abstract

This undergraduate thesis, entitled “Affectivity as an Object of Study in the Pedagogy Course,” aimed to reflect on the role of affectivity in the studies developed within the Pedagogy Course at Campus IV of the Federal University of Paraíba. In this sense, we sought to carry out an investigation based on the assumption that affectivity plays an important role in the education of the pedagogue, analyzing the Political-Pedagogical Curriculum Project of the course, aswell as examining the undergraduate theses produced and defended by graduating students of the Pedagogy program. We understand that the education of the pedagogue must go beyond purely conceptual pedagogical elements, requiring an expansion of studies and reflections on the emotional and affective relationships that are real and present in the experience of pedagogical practices within the professional context of graduates from the Pedagogy Course. This research was grounded in the premises of qualitative research, aiming to address the proposed objectives in light of a solid theoretical foundation. To this end, we conducted a bibliographic survey on the concept of affectivity, seeking to expand our knowledge in order to academically guide the analysis of the collected data. Based on the analysis of the data obtained from the investigated works, it is evident that affectivity plays a fundamental role in the learning process, directly influencing the cognitive, social, and emotional development of students. The results indicate that educational environments grounded in welcoming, respectful, and empathetic relationships foster more meaningful knowledge construction, as well as promote greater student engagement and a sense of security. Thus, we understand that the integration between affectivity and pedagogical practice should not be seen as a secondary aspect, but rather as an essential element for achieving a comprehensive and humanized learning process.