Afetividade na educação infantil: a relação de afeto entre educador e aluno

Abstract

The present study addresses affectivity in early childhood education with the aim of establishing dialogues and reflections on the topic. Early childhood education is the foundation of a child's holistic development, and in practice, a school environment guided by affectivity contributes to building trustful relationships, positively influencing learning. The general objective of the study is to analyze teachers' perceptions regarding the contributions of affectivity within the school environment of a municipal school in Oeiras, PI. The research also seeks to understand how affectivity contributes to strengthening more meaningful relationships in the school context and to analyze its influence on students' cognitive development in the classroom. The theoretical framework engages with renowned authors such as Vygotsky (1998), Wallon (1992), Paulo Freire (1986), among other relevant scholars. The research also addresses the relationship between affectivity and the challenges faced by educators in their daily school routines, highlighting the need to explore practices that can enrich the teaching and learning experience. Methodologically, this is a qualitative study. The research was conducted in a municipal school in Oeiras, PI, a city recognized as a reference in quality public education. Data collection was carried out through a questionnaire applied to three teachers from the institution in October 2024. Based on the data collected, it was possible to identify that the teachers acknowledge the importance of affectivity in the classroom, with this affective relationship being developed through shared actions between educators and students. The analysis also sought to engage with the literature in the field to highlight the contribution of affectivity to the holistic development of the child.