A afetividade na relação professor e alunos: uma análise do processo de ensino-aprendizagem de uma escola pública municipal de São Luís do Maranhão no quinto ano do ensino fundamental

Abstract

This paper is based on qualitative approach, field research and case study, with the perspective of obtaining results on the affectivity in the teacher-student relationship, and its influence on learning in a municipal public school in São Luís-MA, in a fifth grade elementary school class. Thus, we seek to understand how the affectivity is configured during the teaching and learning process, in the relationship between teacher and students; and with a view to its relevance and how this phenomenon has provided and impacted society and the subjects. From authors such as Jean Piaget (2014), Henri Wallon, under the analysis of Laurinda Ramalho de Almeida and Abigail Alvarenga Mahoney (2007), as well as the writings of Ana Rita Almeida (1999); Vygotsky, with the process of historical, under the analysis of Marta Kohl (2019); Nelson Piletti (1999), with structure and functioning of elementary school; and Laura Barbosa (2006). In addition, the documents that guide education, such as: Referencial Curricular Nacional para a Educação Infantil - RCNEI (BRASIL, 1998), Parâmetros Curriculares Nacionais - PCN (BRASIL, 1997) and the Base Nacional Comum Curricular - BNCC (BRASIL, 2017). The affectivity in the educational field is of great value, in the sense that the emotions of the subjects are involved, besides constituting as one of the dimensions of the human being. At school, people are confronted with diverse backgrounds and cultures about the way they act, think and feel; and in the classroom, it is the teacher who has the greatest contact with these diversities, since they need to be faced by him with dialogue and balance, so that learning can happen effectively. In this research, positive results were obtained, which successfully answered the proposed research in which, affectivity really is an indispensable factor in the teacher-student relationship which facilitates learning