O professor como mediador do processo homeostático das emoções das crianças: um olhar sobre as formas como as crianças lidam com suas emoções e as mediações do professor na educação infantil

Abstract

The theme of this work is to investigate the role of the teacher as a mediator in the homeostatic process of children's emotions. In addition, it seeks to look at the ways in which children deal with their emotions and the relationships with the teacher's mediations in Early Childhood Education. It aims to analyze whether the teacher can be a mediating agent in the homeostatic process of children's emotions, to analyze and describe the actions that emerged in the relationships between teachers and children and to identify which actions and strategies of teachers drive the homeostatic process of children's emotions. children in kindergarten classes. For the construction of the theoretical basis of this article, the research and writings of Antônio Damásio were used. The research method employed was participatory observation, in an application school, in the context of a kindergarten class, and in a municipal school, in the context of supervised internship. As a result, it is observed that yes, early childhood education teachers can be a mediating agent of the homeostatic process of children's emotions, and the actions employed for this purpose are of dialogic and environmental origin, where dialogic applies to actions that depart from the dialogue with the children and environmental characteristics of a modification of the environment that leads to the homeostatic process of emotions.