Afetividade em pauta: a contribuição das emoções para a formação e prática das professoras de educação infantil

Abstract

Understanding the child in a comprehensive and systemic way, affectivity is an aspect which must be known and studied seriously and in depth, just as the cognitive aspect, which has been very much valued since the early days of formal education. Not only those, but other aspects such as the biological, social and psychological should be all seen as being intertwined and not as static and compartmentalized. This scientific knowledge is crucial when working with small children and must be present when discussing the training process and practice of early childhood educators, contributing to training that will give both professionals and children the tools to build a relationship that can identify and address the many different ways one can express one’s emotions, as well as their educational experiences. In that sense, this study aims to point out affectivity as a necessary aspect for training and practices of early childhood educators, showing the importance of the affective aspect for the adult-child relationship and seeking to propose education and experiencing of emotions as a possibility for a more human education, which is fundamental in relationships established in early childhood education between educators and children. To do so, research in literature was conducted, based on the assumptions of Kramer, Kuhlmann, Àries, Rossetti-Ferreira, Oliveira, among others, to discuss the child, early childhood, daycare and educator training; of Wallon (1971; 2007; 2008) to define what we understand by affectivity in a broader way and of Casassus (2009), Chabot and Chabot (2005) and Gonsalves (2015) as a theoretical-methodological support to propose contributions to education and experiencing of emotions of educators and, consequently, of children in early childhood education. From the studied theoretical, we conclude that affection, through the emotions must be understood and studied by the teachers of early childhood education so that they can learn to deal with themselves and with children in a balanced and healthy way and thus enable an affective pedagogical work.