A AFETIVIDADE NA EDUCAÇÃO INFANTIL: UM ESTUDO BIBLIOGRÁFICO NA PERSPECTIVA DE HENRI WALLON

• Autor(a) principal: Juliana de Oliveira
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/4882
• topic: estado do conhecimento; teoria walloniana; afetos; crianças de 4 a 5 anos

This work, linked to the Research Line Teacher Training and Public Policy of the Graduate Program in Education in the area of Education, Childhood and Diversity of the Federal University of Mato Grosso do Sul, at the Três Lagoas campus, took as its object of investigation studies based on the Wallonian principle that between the motor and cognitive development of human beings and their affective development, there is a reciprocal relationship built through social relationships and nurtured by them. The objective of this research was to map researches (theses and dissertations), produced into the area of Education, that discuss, in the light of Henri Wallon's whole person theory, the role of affectivity in Early Childhood Education in the relationship between teachers and children aged 4-5 years. To do so, we used a quantitative-qualitative approach, developed through a bibliographic research of exploratory-descriptive nature,of the state of knowledge type. The mapping of the productions (theses and dissertations), carried out in the database of the Brazilian Digital Library of Theses and Dissertations, resulted in the identification of only five dissertations produced in Brazil, pointing out the scarcity of academic works with a Wallonian focus on children between 4 and 5 years of age. The qualitative analysis of the data, developed by means of principles and techniques pertinent to content analysis Laurence Bardin, indicated that the knowledge of the history of the child and its social environment is decisive to adequately deal with its affections and with its condition as a subject of rights in society. The conception of the child as a historical and social subject, who develops in an integral way and whose rights and specificities must be respected, and of childhood as a becoming and as a place of constitution of the self prevailed in the works. It was possible to infer that affectivity - the capacity or disposition of the human being to affect and be affected by the other and by the environment - still does not have a defined and recognized place in the researched context, and this is due to the educational process of the teachers, insufficient in relation to the theme. Regarding the teacher-child relationship, the teacher's mediating role was emphasized, responsible for the care, welcoming, interaction and development of the child's autonomy and identity. Wallonian theory, in turn, was given academic (source of research) and pedagogical (student and teacher training) relevance. It was concluded that educators working in Early Childhood Education with children in early childhood should have a training that enables them with theoretical resources capable of leading them to the recognition of the expressive traits of children's behavior and, thus, to the recognition of the various aspects of affectivity, especially those advocated by the Wallonian theory for development and learning. Keywords: state of knowledge; Wallonian theory; affections; 4- to 5-year-old children.