A afetividade no processo de ensino e aprendizagem dos anos iniciais do Ensino Fundamental

Abstract

The present monographic work deals with the affectivity of the teaching and learning process in the initial years of fundamental education. Likewise, the guiding research question was the following: Is activity important for the teaching and learning process in the Initial Years of Fundamental Teaching? Given this, the objective of this work is to understand that affectivity is important for the teaching and learning process in the Initial Years of Teaching. And, the specific objectives are: a) to explain what is affectivity; b) analyze the contributions of the affectivity for the teaching and learning process in the two initial years of Fundamental Teaching; c) observe how the relationship between teacher and student occurs in the teaching and learning process. In light of Vygotsky (1998); Wallón (2007); Antunes, (2006); Freire (1996); Oliveira (1992), among others, seek-se-á reflection and analysis about the subject. This research also led to an observation of the school environment, based on a qualitative research, carried out by means of a case study of the Marcus Salerno Municipal School in Valparaíso de Goiás, as well as a research aimed at understanding that the teachers interviewed have about the affectivity in school. Thus, based on the answers, it was possible to verify that teaching is yes, based on respect, dialogue, the exchange of knowledge, a pleasant and meaningful learning.