Dimensão afetiva no processo ensino-aprendizagem: significações constituídas pelo professor de educação infantil

• Ano de defesa: 2017
• Autor(a) principal: Pelinson, Kátia Cristina Aureliano
• Orientador(a): Bock, Ana Mercês Bahia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Significação (Psicologia); Professores de educação pré-escolar - Formação profissional; Educação afetiva
• Palavras-chave em Inglês: Meaning (Psychology); Pre-school education teachers - Vocational training; Affective education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/20414

The aim of the present research was to investigate the meanings made by the preschool teacher about the affective dimension in the teaching-learning process. The methodological theoretical framework adopted was Socio-Historical Psychology. The research participants were two teachers with twenty years of experience in early childhood education at the public school and private school in the city of São Paulo. Data collection was carried out through conversational dynamics, and this material, the empirical basis of the study, was transcribed and submitted, for analysis purposes, to the procedures suggested by Aguiar and Ozella (2006) called nuclei of signification; these analyzes allowed us to identify the meanings made by the participants regarding the affective dimension in the teaching-learning process, pointing out their meanings: a The affective and cognitive dimension are indissociable in pedagogical practice; b) the role and quality of mediation provide the approximation of the individual with the object of knowledge in a meaningful way; c) The teacher has a fundamental role in the development of the student in the school environment, given that their listening, interventions and theoretical and practical knowledge allow the student to constitute in their social relations; d) The attentive gaze of the teacher recognizes the student as being complete