A Afetividade e o Processo Ensino-Aprendizagem

Abstract

This work is the result of a research that had as main objective to analyze to what extent the affectivity interferes in the teaching-learning process of the students of the 3rd year of Elementary School. The research emerged from questions experienced in the period of the stage where we observed that the children had several behaviors that denounced diverse emotions and feelings. In view of this, we outline the specific objectives: Identify which feelings and emotions the students demonstrate most clearly in the classroom; to verify how the teacher deals with affectivity in the teaching-learning process, and; find out in which situations students demonstrate greater ease of learning. For that, a bibliographic and field study was carried out, in which it was based on authors such as Cosenza and Guerra (2011), Kandel (2014), Damásio (2015), Sternberg (2010) Wallon (1941), Arantes (2003), Galvão (2011) and others who discuss the issue with great propriety. The research is justified because it is a personal concern since graduation, but specifically the disciplines of Psychology and the need to broaden the discussions about the inseparable relationship between what affects us daily and our ability to learn, our cognition. It is a qualitative research that allows an understanding of school everyday, with the method of dialectical approach, since it understands reality as a concrete totality constituted by active and historically constituted subjects. The data collected were from participant observation and semi-structured interview to the class teacher. In the research it was evident that affective issues directly interfere in students' learning, either positively or negatively, as children still do not have control of their emotions and feelings allowing them to blend with the capacity to learn. Keywords: Affectivity;