Aprendizagem e afetividade na relação professor/aluno sob a perspectiva da formação dos professores que atuam na educação infantil
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Data
2022-02-18
Autores
Cunha, Michele Ceccato
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Universidade Federal do Espírito Santo
Resumo
Learning in early childhood education has specificities that are relevant to pedagogical practice, both in the teacher/student relationship, and in the teacher education. Brazilian legislation redirected the focus at children, emphasizing the integrality of their education and learning in their sociocultural context, as well as valuing the subject of childhood in its motor, affective and sociocultural dimensions. From this perspective, the objective of the research was to investigate the constitution of affectivity in the teacher/student relationship in early childhood education, and in the teacher education. Vygotsky’s theoretical teaching and learning assumptions, aimed at studying the teacher/student relationship, guided this investigation. The methodology used is a qualitative approach, of the case study type, with the standardized interview as a data collection instrument. The interview was planned to investigate the conceptions of child learning and their development in early childhood education teachers, as well as teachers’ understanding of affectivity, and the teacher/student relationship. Nine early childhood education teachers from a school in the city of Cachoeiro de Itapemirim/ES participated in this research. Data analysis identified three categories that demonstrated the view of the studied group on the conceptual perception of affection and the relation between teacher and student: freedom of expression and thought; collective conscience and daily teaching. The results show that teachers use a variety of terms to refer to affection and to the bond between teacher and student, thus recognizing that the affective component is relevant for learning and for the teacher/student relationship. However, they do this without this recognition being supported by affectivity as studied by Vygotsky or even by any other theorist. Thus, devoid of any relevant theoretical foundation, the teaching practice of these nine professors with regard to affectivity was shown to be built only from experience and notions acquired over time. Finally, the research found the need for reflection on teacher academic instruction for early childhood education, focusing on affectivity and on specific elements to the knowledge of the child’s learning process, in order to contribute to a teaching practice capable of satisfying the requirements of the integral education of the child.
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Educação Infantil , Afetividade , Vigotski