The present research has as its central theme Affectivity and Its Implications in
the Teaching and Learning Process in a Center for Early Childhood Education in
the Municipality of Castanhal (PA): an analysis from the teaching discourses. In
this sense, my main objective was to address the importance of the affective
relationship and to understand how this relationship can contribute in the
teaching and learning process, considering the theories of some researchers
who contribute a lot in this process as Henri Wallon, Lev Vygotsky, Paulo Freire,
Celson Antunes, Augusto Trivinos, Eugênio Cunha, among others. In order to
carry out our research, we have a qualitative research, through a semistructured interview with two teachers from the infant education segment in the
age group of four and five years who are part of the aforementioned CMEI
Benedito Rufino in Castanhal. The analysis and discussion of the data
constructed during my research showed that such reflections contribute
significantly to these professionals turning their eyes to the student, leaving a
little aside the rush to want to develop the content for the accomplishment of
goals and statistics and to observe education as something broader where
human relations are built, where educators and educators have the opportunity
to relate with a look or with a hug or gesture of affection. In view of the above, it
is evident that affectivity contributes effectively to affective, social and not just
cognitive development as fundamental elements in the development of the child
as a whole.
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