Educação Infantil: A Importância da Afetividade em Sala de Aula na Percepção do Educador. Tabatinga – Am 2024

Abstract

This study aimed to describe the importance of affection in the classroom from the perspective of early childhood educators. The research was justified by the need to find a perspective that supports and indicates affection practices in early childhood education. This is due to the recognition of the importance of qualified educators who understand affection as a fundamental element for the child's cognitive development. The study was conducted through a qualitative approach, using a questionnaire as a data collection instrument. This questionnaire was administered to preschool II teachers from two early childhood education schools: the José Carlos Mestrinho Municipal School, located in Tabatinga - Amazonas, and the Professora Maria de Fátima de Oliveira Mafra Municipal Early Childhood Education Center, located in São Paulo de Olivença - Amazonas. During the development of the research, categories of analysis were identified and presented and discussed. These categories include definition of child, definition of childhood, definition of affection, importance of affection for children’s learning, relationships with students, practices used to stimulate good relationships among students, and factors that influence the lack of affection in school. Based on the results of the study, it was possible to identify the importance that teachers attribute to affection and what their motivations are for working in early childhood education. It was also observed that the participating teachers demonstrated an identification with the importance of affection, something that is supported by many theorists in the area. In addition, pedagogical practices adopted by teachers to stimulate good relationships among students were verified. It is important to emphasize that teachers have a positive relationship with their students, transmitting trust in the relationship. Making the school environment welcoming and affectionate contributes to the construction of a space where children feel safe to express their emotions, share their experiences, and engage in learning activities. This can significantly contribute to the students' overall development and academic success. Therefore, despite the lack of clear guidelines in regulatory documents, it is essential that teachers recognize the importance of affection in the transition process and constantly seek to improve their pedagogical practices, developing strategies that promote a welcoming and affectionate school environment for Early Childhood Education students.