Proposituras teóricas acerca da afetividade na educação infantil

Abstract

This study seeks a systematic reflection directed from Affectivity since Early Childhood Education. The interest in conducting a research with this theme arose in a reflection on affectivity and its importance in children’s learning, especially with regard to the relationship of affectivity and the teacher-student relationship, because during the academic internship it was observed more closely how the relationship between the teacher-student develops, considering mainly affectivity as a master spring in children’s learning. Given this experience of the internship, doubts and uncertainties were raised regarding the ‘narrowing bonds between the teacher and the child’. Thus, we can ask ourselves: what is the contribution of the affective relationship between the teacher and the child to their cognitive development process? For this, we used the literature review on the topic addressed by the authors, Áries (1986), Kishimoto (2010), Ortiz (2012), Pinto (2018) in search to clarify the exploration of pleasant and essential themes with children in early childhood education for the formation of reflective thinking and essential for the imagination of children and their formation of citizens. Thus, the objective of the research is to analyze the contributions of the affective relationship between teacher and children to the child development process, as well as consequences for children’s learning in the presence or absence of affectivity in early childhood education. It is important to highlight that the student through dialogue is able to elaborate his own thinking and the teacher together with the student awakens the affectivity as an essential feeling at any time in the human being’s life, because this manifestation occurs throughout life and on all occasions and social relationships.