EDUCAÇÃO INFANTIL E AFETIVIDADE: ESTRATÉGIA PEDAGÓGICA PARA A CONSTRUÇÃO DE APRENDIZAGEM

Abstract

The present work aims to analyze the relevance of affectivity as a pedagogical strategy in the construction of learning. In order to understand the importance of affectivity for the child's education. By scoring the specific objectives related to; Discuss the relationship of affectivity in official documents of early childhood education, especially the Common National Curriculum Base - BNCC (2018). Reflect on affectivity according to Piaget, Vygotsky and Wallon. To analyze the contribution of the teacher and student relationship to the development of the teaching and learning process in early childhood education. The results indicated the presence of affection in the relationship between teacher and students, students and students, observing its strong influence on school life directly reflected in the acceptance of children by the learning process. As pedagogical practices, constructivist and interactionist basis allow the knowledge of the child to be shared and reflected in individual and collective activities. It considers the relevance of the contribution of the affectivity generated in a school environment, with possibilities to transform knowledge into experiences, as planned to awaken in children the curiosities and pleasure to learn, by positively inspiring the learning process.