A afetividade no processo de ensino-aprendizagem na Educação de Jovens e Adultos (EJA)

Abstract

This research addresses affectivity in the teaching-learning process in Youth and Adult Education (YAE), highlighting its relevance in the construction of a more welcoming, inclusive, and meaningful educational environment. The general objective of the study was to analyze the importance of affectivity as a facilitating tool for the learning of YAE students, considering its contributions to the cognitive, emotional, and social development of learners. Methodologically, this is a qualitative study with a descriptive and exploratory nature, developed through bibliographic research and field research. The theoretical framework was based on authors such as Paulo Freire, Vygotsky, Wallon, Leite, Saviani, and Arroyo, as well as legal documents that guide Youth and Adult Education in Brazil. The field research was conducted at Alice Araújo Municipal Elementary School (U.E.F. Alice Araújo), located in the municipality of Bacabal, Maranhão, involving the participation of 13 students and 2 teachers from the YAE program. Data collection instruments included classroom observation and questionnaires administered to the participants. The results showed that affectivity exerts a significant influence on the educational process, contributing to the strengthening of self-esteem, motivation, participation, and students’ permanence in school. It was found that pedagogical relationships grounded in dialogue, respect, empathy, and the appreciation of students’ life experiences favor the construction of more meaningful and humanized learning. The participating teachers also recognized affectivity as an essential element for the success of the teaching-learning process, emphasizing the importance of welcoming practices and the development of positive bonds within the school environment. It is concluded that affectivity constitutes an indispensable component of pedagogical practice in Youth and Adult Education, as it promotes not only academic progress but also contributes to the integral development of individuals, strengthening their autonomy, citizenship, and sense of belonging within the school environment.