A importância da afetividade no processo de ensino-aprendizagem do ensino fundamental I

Abstract

Affective relationships play a fundamental role in the teacher–student relationship and are essential to the development of meaningful learning. Authors such as Wallon, Piaget, Vygotsky, and Freire emphasize that cognitive development is closely associated with emotional and social dimensions, reinforcing the idea that children learn more effectively when they feel welcomed, valued, and emotionally secure. In this context, this study aims to analyze the importance of affectivity in the teaching–learning process in the early years of elementary education, examining how teachers understand this phenomenon and how affective bonds influence pedagogical practices. This study adopts a qualitative approach and is developed through an experience report based on a literature review and the experiences gained during Supervised Internships III and IV in the Pedagogy undergraduate program. The analysis of the findings was supported by theoretical frameworks addressing the relationship between emotion, social interaction, and knowledge construction. Based on the analysis of the internship experiences, interpreted in light of the contributions of Wallon (1981), Piaget (1999), Vygotsky (1991), Freire (1996) humanistic perspective, and contemporary studies on affective education, the findings indicate that affectivity promotes student engagement, autonomy, and the holistic development of children. Furthermore, the results demonstrate that pedagogical practices characterized by sensitivity, dialogue, and respect for students' individual needs strengthen teacher–student relationships and contribute significantly to the learning process. These findings highlight that affective education is indispensable to the comprehensive development of children in the early years of elementary education.