Criança: corporeidade, afeto e experiências de aprendizagem

Abstract

This work is bibliographical in nature, with a phenomenological basis, of a qualitative nature, whose research problem is centered on understanding the relationship between child, corporeality, affect and learning experiences from a research question: how the articulation between child, corporeality, affection and learning experiences are reflected in the process of schooling? Which gave rise to the general objective: To understand how the articulation between child, corporeality, affection and learning experiences are reflected in the process of schooling. Three specific objectives were elaborated: to investigate, through the state of the art, the theoretical foundation of theses and dissertations that address the theme of children, corporeality, affection and learning experiences in the period from 2015 to 2019; relate to the idea of ​​affects in Spinoza with the idea of ​​corporeity in Merleau-Ponty and; identify the concept of experience in John Dewey. The research proposes in three chapters to make a articulation of concepts with education and generate reflections that contribute to possibilities of school activities that highlight being a child as part of the learning, so that they can not only develop the cognitive part, but develop the capabilities of the whole, body-mind. Therefore, from the understanding of the authors, we can think of possibilities for meetings, in the school environment, that understand the body as a whole; that allow the exploration of the world; that potentiate, by through affections, thinking, acting and existing; that offer challenges for the child to persevere; that guarantee its expressiveness; that promote joyful and active encounters.