A AFETIVIDADE COM ALUNOS DA EDUCAÇÃO INFANTIL

Abstract

The present work deals with the importance of affectivity in early childhood education. This theme is approached considering that affectivity has significant implications for children's lives during the development process. The study sought to answer the research problem “To what extent can affectivity influence the teaching and learning process in early childhood education?”. Thus, the research has as general objective to analyze the relationship between affectivity and the process of development and learning of students in early childhood education. As for the specific objectives, there are: contextualize early childhood education and its principles, correlating them with affectivity; understand how child development and learning takes place, considering affective relationships; to identify the implications of affectivity in early childhood education in the midst of the teacher-student relationship. The methodology used was based on qualitative bibliographic research, which involves a review of the literature, in order to gather studies by authors such as Wallon (1995), Vigotski (1984; 2013), Freire (1996; 2004), Saltini (2008), Nunes (2009), Luria (2010), among others, which address the discussion about learning and affectivity. In view of the above, it is clear that the process of child development has direct links with affectivity, and it is from the relationship between teacher and student that evolution in learning will occur. The socio-historical theory discussed is highly relevant in the face of the learning process, as it is correlated with affectivity, regarding the importance of the environment and the relationships established in it for the full development of children. It is concluded that affectivity is an intrinsic part of the teaching-learning process of students in early childhood education and that teachers have the responsibility to understand and apply it properly in their methodologies and daily pedagogical practices, as well as in their relationship affectively with students.