Crianças com TEA na educação infantil e a afetividade: um estudo em escola do município de Oeiras Piauí

Abstract

This study examined the role of affectivity in the interactions between teachers and students with special needs in early childhood education at a school in the municipality of Oeiras, Piauí. The general objective was to investigate how affectivity in pedagogical practices influences the development and inclusion of children with ASD in early childhood education in a school in Oeiras-PI. The qualitative research involved classroom observations and questionnaires with teachers and parents. The results support the importance of affectivity in the teaching-learning process, as advocated by authors such as Freire (2011) and Vygotsky (2011), who emphasize the social and emotional dimensions of learning. Pedagogical practices that value interpersonal relationships, empathy, and respect for diversity proved to be crucial for students' inclusion and well-being, aligning with Mahoney’s (2005) perspectives on inclusive education. It is concluded that investing in continuous teacher training and pedagogical practices that promote affectivity is essential to ensure the academic success of all students.