Afetividade no processo de ensino-aprendizagem na educação infantil: relações professor aluno

Abstract

This Final Undergraduate Project, entitled “Affectivity in the Teaching and Learning Process in Early Childhood Education: teacher-student relationship,” aims to analyze how affective bonds promote the development and learning of children. Considering that affectivity is essential in the construction of knowledge, especially in early childhood education, the research is based on authors such as Henri Wallon, Lev Vygotsky, Jean Piaget, Paulo Freire, José Carlos Libâneo, and Carl Rogers. The methodology is qualitative and bibliographic in nature, focusing on the teacher-student relationship as a determining factor for educational success. The results show that affectivity contributes to emotional security, autonomy, self-esteem, and a solid emotional foundation in children, as well as enhancing the learning process. It is concluded that the teacher’s role as an affective mediator is essential and that humanized pedagogical practices based on affectivity foster a more welcoming and transformative educational environment.