A importância da afetividade no processo ensino-aprendizagem: uma perspectiva psicológica

Abstract

This article aims to verify the importance of affectivity in the teaching-learning process from a psychological perspective. The research seeks to analyze how emotional and relational aspects can positively impact educational dynamics, with the central objective of understanding the importance of affectivity in the school setting. Our guiding question for this study is: "How important is affectivity in the development of teaching-learning?". To answer this question, we will use a bibliographical review of specialized literature as a methodology. In the investigation proposed by this bibliographical research, we will seek to base ourselves on more recent works on the topic, considering the classic contributions of Henri Wallon, Lev Vygotsky and Jean Piaget. For a deeper study of the topic, we seek to contextualize the bibliographic reference in articles, scientific journals, books, websites, among others. Through this research, we hope to contribute to the understanding of the relevance of affectivity in the educational process, offering subsidies for improvements in pedagogical practices, trying to understand how the emotional bond between teacher and student can promote an environment conducive to learning, in addition to helping in the cognitive, emotional and social development of the individual. This work emphasizes that the affective approach should not be seen as secondary or complementary to the teaching-learning process, but rather as one of the factors that favor cognitive development and learning, making the individual learn through emotions, experiences and of the feelings that are exchanged in interaction with others. The results of this study have significant implications for students, educators, and school psychologists.