O lugar da afetividade no processo ensino aprendizagem nos anos iniciais do ensino fundamental I

Abstract

This work had as its theme the affectivity. Therefore, its main objective was to reflect on the possible influences exerted by the affectivity. In the teaching-learning process in students of the initial years of Elementary School I. Thus, this research is justified by the recognition of the affectivity as a primordial element in the interrelationships (and also the main theories that directly serve Education. It was used a qualitative research by the convergence with the approach allowing the application of an exploratory method for the bibliographic survey, thus seeking to evidence the existing findings but also possible gaps. The results revealed affectivity, a pertinent theme and present in the discussions focused on Education. According to the research question: what teachers’ attitudes do the students consider affective and promote learning? - it was possible to infer that although the relationships are affective, attitudes that aroused feelings of pleasant or unpleasant tonalities of the teachers are not directly related to caresses or caresses, but rather to how attentive they are, with clear and organized objectives, students as well as enabling the teacher while having mastery of content greater freedom to deal with unforeseen situations and, with that having a more technical performance.