Afetividade no desenvolvimento infantil: o impacto das relações afetivas familiares no contexto escolar

Abstract

This study adresses the role of the school and the educator in supporting child development, with a focus in the impact of family affective relationships withim the school context. The reseach sought to answer the guiding question? “how can the school act in developmental contexts of children affected by family affective relatonships?” The general objective was to investigate how the school can intervene in developmental context of children influenced by family affective dynamics. Specifically, it aimed to? Discuss the role of affective relationships within the Family and the school in the child’s holistic development; describe how family affective bonds influence child development, impacting social behavior and skills within the school enviroment; and presente strategies that educators can implemente to support children from families facing domestic challenges, fostering a school enviroment that promotes their emotional and solcial adjustment. To this end, this research is characterized as bibliographic study with a qualitative approach, based on the collection, selection and analysis of classical and contemporary works addressing child development, affectivity, and learning. This allowed for a critical reflection grounded in authors such as Vygotsky (1998), Wallon (1991), Freire (1996), among others. The analysis of the theoretical literature demonstrated the relevance of affectivity in family and school relationships, relealing that positive bonds contribuite to the child’s integral development, whereas conflicting Family contexts tendo to generate learning difficuties and socialization problems.