Afetividade e aprendizagem: um olhar para a educação infantil

Abstract

This paper addresses the theme "Affection and learning: a look at Early Childhood Education" and aimed to investigate how the educator can mobilize the construction of affective bonds that promote learning and cognitive, social and affective development of the child in Early Childhood Education. Therefore, this investigation sought to answer the research problem "What strategies can the educator employ in Early Childhood Education to build affective bonds that mobilize the learning and cognitive, social and affective development of the child?" assuming that affectivity is a relevant aspect in the formation of a critical, conscious and emotionally mature human being in their social relationships. Therefore, the investigation sought to deepen the knowledge about how it is possible to develop affective bonds in the space in the classroom for a meaningful learning that develops the child in an integral way, that is, socially, cognitively and affectively healthy in the Early Childhood Education age group, in the pre-school phase, that is, from 4 to 5 years. The research described, qualitative in nature in terms of approach, exploratory in relation to its objectives, was developed through bibliographical methodology (GIL, 2008), with the construction of theoretical foundations from studies elaborated by different authors, among which I highlight Henri Wallon (2007); Jean Piaget (1976); Lev Vygotsky (2000) through immersion in books, magazines, encyclopedias, scientific articles, virtual resources such as websites and other research sources. Also, the current legislation such as the Law of Guidelines and Bases (2020), the Common National Curriculum Base (2018), National Curriculum Reference for Early Childhood Education (1998), the Gaucho Curriculum Reference (1998) and National Curriculum Guidelines for Early Childhood Education (2010). The study described made it possible to expand the understanding of affectivity and human development, the knowledge of mobilizing strategies for the construction of affective bonds that can be used by the educator in the pedagogical mediation of Early Childhood Education, especially in the age group in focus, in order to contribute with the resignification of teaching practice, promoting the qualification of the teaching and learning process at this level of education, so that it is permeated by affectivity. [resumo fornecido pelo autor]