A afetividade no contexto dos anos iniciais do ensino fundamental e sua relevância no processo de ensino aprendizagem: visão Walloniana

Abstract

The present work aims to analyze affectivity, its applicability in the educational context and contributions to pedagogical practice in elementary education. The methodology adopted was the reading and analysis of Henri Wallon's assumptions, which provided a basis for understanding that affectivity needs to be observed and implemented in the educational context, so that learning can be productive and transformative. Thus, this work has the general objective of understanding how affectivity in the educational relationship between teacher and student contributes to the learning process of students in the early years of elementary school. It focuses on the first topic presenting the concept of affectivity in its entirety, considering the founding elements of the theory and how they influence the teaching-learning process. The second topic presents the contribution of affection in the relationship between teacher and student in the early years of elementary school; and, in the third topic, it addresses the importance of affectivity in the pedagogical practice developed by the teacher. In this academic-scientific work, we propose to raise reflections on the topic, its need for individual education and how it has been used in pedagogical practice. I highlight the importance of working on affectivity in the classroom in the context of the initial years of elementary school and its relevance in the teaching-learning process: a Wallonian vision.