A influência do vínculo afetivo na prática pedagógica da educação especial

Abstract

The work highlights the importance of affect in the learning of a student with a intellectual and multiple disabilities process, analyzing and reflecting on the social-affective for its development and the teaching and learning in special education, focusing on the importance of affective aspects as motivational resource for the teacher-student relationship, as the school generally must provide the student an affective development that gives you freedom of expression and social interaction and leads to the construction of their autonomy, respecting their specificities. From this context, the teacher must better understand the reality of their students, their families and their school community, interando their needs, enabling on your desktop a preventative research to recognize and analyze how best to conduct be taken before a problem. This work addressed a search field, based on the view of some theorists including Wallon, Vygotsky and Piaget, reporting the importance of affect in teacher-student relationship and family in the teaching-learning process, since it is the pedagogy of affect in educational process that guides the conduct of the student's personal and social life of every individual.