AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL

Detalhes bibliográficos
Autor(a) principal: D' Auria-Tardeli, Denise
Data de Publicação: 2021
Outros Autores: Takigami Alves, Vanessa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prâksis
Texto Completo: http://periodicos.feevale.br/seer/index.php/revistapraksis/article/view/2749
Resumo: This qualitative research approaches the concept of affectivity in the pedagogical practice of early childhood education teacher, seeking to understand the links that are established in the daily didactic-pedagogical relationship in the school environment. To this end, three educational units from the municipal network of São Bernardo do Campo, SP, located in relevant geographic points in the city, were selected for interviews with the teaching staff of these schools and analysis of political-pedagogical projects. The research problem is configured in the understanding of affectivity in the daily practice of the teachers based on the theories of Edward John Bowlby, Henri Wallon and Jean Paget, in addition to the official documents of the Ministry of Education for children. The results point to the importance of affectivity in human formation, in interpersonal relationships and in the impact of respectful construction between adults and children, however, identified as a “natural” aspect to the development process, without emphasis on curricular or methodological insertion, or established as a procedure to be planned and organized by the educator and monitored by the manager of early childhood education schools. 
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spelling AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOLAFECTIVIDAD EN LA PRÁCTICA DEL MAESTRO EN LA ESCUELA INFANTILAFETIVIDADE NA PRÁTICA DO PROFESSOR NA ESCOLA DA INFÂNCIAaffectivity, childhood, teaching practice.afetividadinfanciapractica docenteAfetividadeInfânciaPrática docenteThis qualitative research approaches the concept of affectivity in the pedagogical practice of early childhood education teacher, seeking to understand the links that are established in the daily didactic-pedagogical relationship in the school environment. To this end, three educational units from the municipal network of São Bernardo do Campo, SP, located in relevant geographic points in the city, were selected for interviews with the teaching staff of these schools and analysis of political-pedagogical projects. The research problem is configured in the understanding of affectivity in the daily practice of the teachers based on the theories of Edward John Bowlby, Henri Wallon and Jean Paget, in addition to the official documents of the Ministry of Education for children. The results point to the importance of affectivity in human formation, in interpersonal relationships and in the impact of respectful construction between adults and children, however, identified as a “natural” aspect to the development process, without emphasis on curricular or methodological insertion, or established as a procedure to be planned and organized by the educator and monitored by the manager of early childhood education schools. Esta investigación cualitativa aborda el concepto de afectividad en la práctica pedagógica de los docentes de educación infantil, buscando comprender los vínculos que se establecen en la relación didáctico-pedagógica cotidiana en el ámbito escolar. Para ello, se seleccionaron tres unidades docentes de la red municipal de São Bernardo do Campo, SP, ubicadas en puntos geográficos relevantes de la ciudad, para realizar entrevistas con el profesorado de estas escuelas y analizar los proyectos político-pedagógicos. El problema de investigación se configura en la comprensión de la afectividad en la práctica diaria de los docentes, a partir de las teorías de Edward John Bowlby, Henri Wallon y Jean Piaget, además de documentos oficiales del Ministerio de Educación para niños. Los resultados señalan la importancia de la afectividad en la formación humana, en las relaciones interpersonales y en el impacto de la construcción respetuosa entre adultos y niños, sin embargo, identificada como un aspecto "natural" del proceso de desarrollo, sin énfasis en la inserción curricular o metodológica, o establecido como un procedimiento a ser planeado y organizado por el educador y monitoreado por el gerente de las escuelas de educación infantil. Esta pesquisa de caráter qualitativo aborda o conceito da afetividade na prática pedagógica do professor da educação infantil, buscando entender os vínculos que são estabelecidos na relação didática-pedagógica cotidiana no ambiente escolar. Para isso, três unidades de ensino da rede municipal de São Bernardo do Campo, SP, localizadas em pontos geográficos relevantes da cidade, foram selecionadas para a realização de entrevistas com o corpo docente dessas escolas e análise dos projetos político-pedagógicos. O problema de pesquisa se configura na compreensão da afetividade na prática diária dos docentes, embasado nas teorias de Edward John Bowlby, Henri Wallon e Jean Piaget, além dos documentos oficiais do Ministério da Educação para a infância. Os resultados apontam a importância da afetividade na formação humana, nos relacionamentos interpessoais e no impacto à construção respeitosa entre adultos e crianças, contudo, identificada como um aspecto “natural” ao processo de desenvolvimento, sem ênfase à inserção curricular ou metodológica, ou estabelecida como um procedimento a ser planejado e organizado pelo educador e acompanhado pelo gestor das escolas de educação infantil.Universidade Feevale2021-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.feevale.br/seer/index.php/revistapraksis/article/view/274910.25112/rpr.v1.2749Revista Prâksis; v. 1 (2022): Problematizando a Infância e a Adolescência: a Psicologia e os Contextos Atuais; 55-782448-19391807-1112reponame:Revista Prâksisinstname:Universidade Feevale (Feevale)instacron:Feevaleporhttp://periodicos.feevale.br/seer/index.php/revistapraksis/article/view/2749/2984Copyright (c) 2021 Denise D Auria-Tardeli, Vanessa Takigami Alveshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessD' Auria-Tardeli, DeniseTakigami Alves, Vanessa 2022-02-18T18:27:17Zoai:ojs.pkp.sfu.ca:article/2749Revistahttp://periodicos.feevale.br/seer/index.php/revistapraksis/indexhttp://periodicos.feevale.br/seer/index.php/revistapraksis/oai||mauricio@feevale.br2448-19392448-1939opendoar:2022-02-18T18:27:17Revista Prâksis - Universidade Feevale (Feevale)false
dc.title.none.fl_str_mv AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL
AFECTIVIDAD EN LA PRÁCTICA DEL MAESTRO EN LA ESCUELA INFANTIL
AFETIVIDADE NA PRÁTICA DO PROFESSOR NA ESCOLA DA INFÂNCIA
title AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL
spellingShingle AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL
D' Auria-Tardeli, Denise
affectivity, childhood, teaching practice.
afetividad
infancia
practica docente
Afetividade
Infância
Prática docente
title_short AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL
title_full AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL
title_fullStr AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL
title_full_unstemmed AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL
title_sort AFFECTIVENESS IN THE PRACTICE OF THE TEACHER IN THE CHILDHOOD SCHOOL
author D' Auria-Tardeli, Denise
author_facet D' Auria-Tardeli, Denise
Takigami Alves, Vanessa
author_role author
author2 Takigami Alves, Vanessa
author2_role author
dc.contributor.author.fl_str_mv D' Auria-Tardeli, Denise
Takigami Alves, Vanessa
dc.subject.por.fl_str_mv affectivity, childhood, teaching practice.
afetividad
infancia
practica docente
Afetividade
Infância
Prática docente
topic affectivity, childhood, teaching practice.
afetividad
infancia
practica docente
Afetividade
Infância
Prática docente
description This qualitative research approaches the concept of affectivity in the pedagogical practice of early childhood education teacher, seeking to understand the links that are established in the daily didactic-pedagogical relationship in the school environment. To this end, three educational units from the municipal network of São Bernardo do Campo, SP, located in relevant geographic points in the city, were selected for interviews with the teaching staff of these schools and analysis of political-pedagogical projects. The research problem is configured in the understanding of affectivity in the daily practice of the teachers based on the theories of Edward John Bowlby, Henri Wallon and Jean Paget, in addition to the official documents of the Ministry of Education for children. The results point to the importance of affectivity in human formation, in interpersonal relationships and in the impact of respectful construction between adults and children, however, identified as a “natural” aspect to the development process, without emphasis on curricular or methodological insertion, or established as a procedure to be planned and organized by the educator and monitored by the manager of early childhood education schools. 
publishDate 2021
dc.date.none.fl_str_mv 2021-12-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.feevale.br/seer/index.php/revistapraksis/article/view/2749
10.25112/rpr.v1.2749
url http://periodicos.feevale.br/seer/index.php/revistapraksis/article/view/2749
identifier_str_mv 10.25112/rpr.v1.2749
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.feevale.br/seer/index.php/revistapraksis/article/view/2749/2984
dc.rights.driver.fl_str_mv Copyright (c) 2021 Denise D Auria-Tardeli, Vanessa Takigami Alves
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Denise D Auria-Tardeli, Vanessa Takigami Alves
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Feevale
publisher.none.fl_str_mv Universidade Feevale
dc.source.none.fl_str_mv Revista Prâksis; v. 1 (2022): Problematizando a Infância e a Adolescência: a Psicologia e os Contextos Atuais; 55-78
2448-1939
1807-1112
reponame:Revista Prâksis
instname:Universidade Feevale (Feevale)
instacron:Feevale
instname_str Universidade Feevale (Feevale)
instacron_str Feevale
institution Feevale
reponame_str Revista Prâksis
collection Revista Prâksis
repository.name.fl_str_mv Revista Prâksis - Universidade Feevale (Feevale)
repository.mail.fl_str_mv ||mauricio@feevale.br
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