A afetividade e as relações dos professores e alunos com deficiência: concepções docentes

Abstract

The aim of this study is to identify the affective conceptions of teachers and their influences on the teaching and learning of students with disabilities. The research presented in this article can be characterized as descriptive and exploratory qualitative research. As for the data collection instrument questionnaires were used for the description and analysis of the conceptions teachers about the affection in the school context. In order to obtain the characterization of 1 teachers to 5th Elementary School of the Year of a municipal school in the rural area of the municipality of Nova Cruz, the application of an exploratory questionnaire with six teachers was held. As for the results the research showed the different conceptions of teachers about affectivity and learning relations and their implications for school contexts and the inclusion of students with disabilities. The study concluded that affectivity and learning interface is one of the essential dimensions in building an inclusive school