Influência da afetividade no desenvolvimento cognitivo de alunos do ensino infantil e ensino fundamental: uma revisão bibliográfica

• Autor(a) principal: Silva, Pedro Marques da
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/216830
• topic: Affectivity; Interpersonal relationships; Cognition; School performance; Afetividade; Cognição; Ensino; Relações interpessoais; Rendimento escolar

In many ways, the teacher-student relationship can be very influential in the teaching and learning process, and the way in which this relationship occurs can result in good or bad academic development for the student. However, this is one of the factors that affect the students' school life, but there are also internal and external, intra and extra personal factors that act at the same time, all interfering in the results that these students will have at school. Based on the foregoing, the role of the teacher is very important as he assumes several functions to which the students' lives are linked. The teacher can be the emotional support of some, interfere in the relationships of friendships and enmities that occur between students, how he influences the student's life and also the view of himself. Through all this mentioned subject, we can assess this through affectivity, positive and negative, and see how it is intrinsically related to the cognitive development of students. Thus, in order to debate this relationship between affectivity and the cognitive development of students, the present work is a bibliographical survey to analyze and discuss this theme. For this, the bibliographic search was performed in the SciELO databases - Scientific Electronic Library Online, Brazilian Digital Library of Theses and Dissertations - BDTD, CAPES Periodicals and Academic Google, using the keywords: academic performance, interpersonal relationships, cognition and affection. After searching and applying the pre-established inclusion and exclusion criteria, 1 article was found in the CAPES platform, 17 in the SciELO platform, 4 works in the BDTD and 20 articles in Academic Google, totaling 42 articles that were analyzed. The results indicate that the affective relationship and dialogue for a healthy cognitive development for students is undeniable. However, this emotional intelligence is still lacking in the school environment, and even with research in the area, it is still a new theme and with many difficulties to be inserted and carried out in the school environment.