Laços afetivos construídos na relação professor e aluno na educação infatil: reflexos na aprendizagem escolar

Abstract

Affection in the school environment has gained evidence of its relevance to the teaching and learning process. This is because the contributions of this practice in the classroom are great. Aware of this, in this study we aim to identify how the emotional bonds built in the teacher-student relationship assist in the school learning of students in early childhood education. As specific objectives, we have: a) describe how affectivity happens in the classroom; b) analyze how affection helps students’ learning in early childhood education. Thus, the work is based on Farias (2012); Saltini; Cavenaghi (2014); Guiotti (2017); Almeida (2019), among others. In the methodological proposal, we used bibliographical and field research, with a qualitative approach that presents theoretical and practical contributions to the subject studied. Furthermore, as the locus of the research, we chose a public school in the city of Timon – MA and the collaborators are four (04) effective teachers who work in early childhood education. The monograph contains an introduction, three chapters, two of which provide theoretical foundations and one for methodology and analysis of results. At the end, we bring our final considerations in which we highlight the summary and learning gained in this study.