Contribuições da afetividade para o processo de ensino-aprendizagem nos anos iniciais do Ensino Fundamental: uma análise a partir da relação professor-aluno

Abstract

The presence of affectivity in the teacher-student relationship is a factor of fundamental importance to improve student’s school performance. For an adequate relationship between teacher and student is essential for the teaching-learning process to take place properly. Thus, affectivity has relevant contributions to the integral development of the human being, being considered by some authors as Cunha (2010) and Padua (2010), as one of the factors that facilitate the teaching-learning process. Thus, this monographic research aims to analyze the contributions of affectivity to the teaching-learning process in the Early Years of Primary School of a municipal school, located in the city of São João do Sabugi - RN. In the course of the research, the in-situ observation of five classes from 1st to 5th grade was used as a research methodology, the questionnaire was applied to the teachers of the referred classes, interview, documentary research and bibliographical research, with a theoretical contribution in authors such as Cunha (2010), Luckesi (2011), Piaget (1993), among others. Based on what was researched, one can perceive the presence of affectivity in the relationships established between the teachers and the students in the five classes observed, evidencing the influence of this to improve the development of these students.