Afetividade na relação professor-aluno da educação infantil: revisitando o humanismo da profissão docente

• Autor(a) principal: Santos, Ana Carina da Silva
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28055
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Aprendizagem; Afetividade; Respeito; Educação; Learning; Affectivity; Respect; Education

This research aims to identify and understand the importance of affectivity as a facilitator element in teacher-student pedagogical relationships, pointing to the fact that affectivity can determine the success of a child in school and in his future life, making positive bridges of the influence of taught and family members in the learning process. This research is characterized as bibliographical with reference built on the theoretical assumptions of Henri Wallon, Enrique Pichon, Jean Piaget, Lev Semenovitch Vygotsky, among others. The LDB (Law of Directives and National Base 9.394/96) directs that the school should provide a space for reflection on the life of the student as a whole, contributing to the development of a critical and transforming consciousness, in which this process should not dissociate the affectivity. The results show that affectivity, besides mediating learning, makes it possible to improve interpersonal relationships by strengthening ties of friendship, allowing respect, solidarity, generosity and trust. The affective education is built in the school from the understanding, the consideration, the esteem and the autonomy of ideas, once it is tried to qualify critical and honest subjects, so that these goals are reached the affective development is fundamental for any individual