AFETIVIDADE E ALFABETIZAÇÃO: IMPLICAÇÕES E TEORIA

Abstract

This research is based on the application of objective questionnaires performed with the teachers of the 1st and 3rd years of elementary school, we sought to identify the issue of affectivity related to the activities proposed by the teachers, who involved written language, in a municipal school in Morrinhos - GO. From sources of bibliographical and objective questionnaires applied to the teachers about the experiences lived in the classroom. The work investigated the relationships between teachers and students, verifying the affective aspects present in the relationship that involve the process of acquisition of written language. These aspects cover verbal contents and the postures transmitted by the teachers. The theoretical framework is based on the Wallonian theory, which demonstrates the social function, emotions and the decisive behavior of affectivity in the intellectual growth of the child. It is based in the same way, in the theories of Vygotsky that emphasizes the fundamental role of the social relations for the constitution of the knowledge, emphasizing the essential function of the mediator.