Afetividade no contexto escolar da educação infantil: relevância para a aprendizagem significativa
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2014
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No presente trabalho, com o título Afetividade no contexto escolar da Educação Infantil: relevância para a aprendizagem significativa buscou-se fazer um estudo bibliográfico complementado com uma pesquisa de campo enfocando as questões do afeto, tendo como objeto de estudo a afetividade na aprendizagem significativa com crianças de 05 (cinco) anos. É indiscutível a importância do vínculo afetivo para aprendizagem. As crianças que não recebem afeto têm sérios comprometimentos em várias áreas: cognitiva, psicológica e social. As ações educacionais precisam estabelecer um vínculo afetivo entre escola e família. As questões familiares estão presentes na vida do aluno, permitindo assim uma discussão entre a instituição escolar e familiar. A escola e a família devem estabelecer uma relação recíproca, onde ambas necessitam uma da outra. Este trabalho faz uma análise sobre a questão dos afetos na relação da criança com os professores, com a família e consigo mesma. Para isso foram trabalhados seis desenhos com cinco crianças da Educação Infantil, da Escola Pública e da Escola Particular; entrevista com cinco pais, professores e gestores. Os resultados foram analisados e observou-se que as crianças em sua maioria estão bem afetivamente, sentem-se cuidadas e amadas pelos seus pais. No entanto, verificou-se a necessidade de trabalhar mais os afetos nas duas escolas. Sendo assim, a proposta aqui apresentada tem como intuito esclarecer ao leitor a importância da afetividade no desenvolvimento saudável da criança, como também, discutir vários assuntos pertinentes da Educação Infantil. O embasamento teórico pontua-se em autores que, ao longo dos anos, têm contribuído muito com a questão dos afetos, a saber: Wallon (1968), Piaget (1971), Vygotsky (1991), Winnicott (1971), Maturana (2004), Almeida (1999), Zagury (2004) entre outros abordados nesta dissertação de mestrado, que nos esclarece ainda que educar demanda tempo, paciência e dedicação, tanto no âmbito familiar quanto escolar.
In this work, with the title In this work, with the title Affectivity in the school context of early childhood education: relevance for meaningful learningwe sought to make a bibliographical study complemented by a field study focusing on the issues of affection, having as object of study affectivity in meaningful learning with five (05) years old children.It is undisputed the importance of affection attached to learning. Children who do not receive affection have serious impairments in several areas: cognitive, psychological and social. The educational programs need to establish an emotional bond between school and family.Family issues are present in the student's life, thus allowing a discussion between the school and family institutions. The school and family should establish a reciprocal relationship where both need each other.This paper makes an analysis on the question of affection on the child's relationship with teachers, family and herself.For this were worked six drawings with five children from Kindergarten, Public and Private Schools; interviews with five parents, teachers and administrators. The results were analyzed and it was observed that children are mostly well emotionally, they feel cared for and loved by their parents. However, there is a need to work moreaffection in both schools.Thus, the proposal presented here has as aim to clarify to the reader the importance of affectivity in the healthy child development, as well as discuss various relevant issues of early childhood education.The theoretical background is based in authors who, over the years, have contributed a lot to the question of affections, namely:Wallon (1968), Piaget (1971), Vygotsky (1991), Winnicott (1971), Maturana (2004), Almeida (1999), Zagury (2004)among others discussed in this dissertation, which clarifies that educate demands time, patience and dedication, both in the family as the school environment.
In this work, with the title In this work, with the title Affectivity in the school context of early childhood education: relevance for meaningful learningwe sought to make a bibliographical study complemented by a field study focusing on the issues of affection, having as object of study affectivity in meaningful learning with five (05) years old children.It is undisputed the importance of affection attached to learning. Children who do not receive affection have serious impairments in several areas: cognitive, psychological and social. The educational programs need to establish an emotional bond between school and family.Family issues are present in the student's life, thus allowing a discussion between the school and family institutions. The school and family should establish a reciprocal relationship where both need each other.This paper makes an analysis on the question of affection on the child's relationship with teachers, family and herself.For this were worked six drawings with five children from Kindergarten, Public and Private Schools; interviews with five parents, teachers and administrators. The results were analyzed and it was observed that children are mostly well emotionally, they feel cared for and loved by their parents. However, there is a need to work moreaffection in both schools.Thus, the proposal presented here has as aim to clarify to the reader the importance of affectivity in the healthy child development, as well as discuss various relevant issues of early childhood education.The theoretical background is based in authors who, over the years, have contributed a lot to the question of affections, namely:Wallon (1968), Piaget (1971), Vygotsky (1991), Winnicott (1971), Maturana (2004), Almeida (1999), Zagury (2004)among others discussed in this dissertation, which clarifies that educate demands time, patience and dedication, both in the family as the school environment.
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Orientação: Maria Neves Gonçalves
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INFANTIL, APRENDIZAGEM, AFETIVIDADE, FAMÍLIA, EDUCATION, CHILD EDUCATION, LEARNING, AFFECTIVITY, FAMILY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO