A dimensão afetiva nas práticas pedagógicas de professoras alfabetizadoras dos anos iniciais do ensino fundamental

• Ano de defesa: 2015
• Autor(a) principal: Andrade, Milena Andrea Pedral Vanin de [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Educação; Afetividade; Professores alfabetizadores; Ensino; Ensino fundamental; Education
• Link de acesso: http://hdl.handle.net/11449/123929; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/19-05-2015/000829878.pdf

Many factors may contribute to the success or failure of a teaching process, among them, the affective one. This qualitative descriptive research, based mainly on Wallon, Gimeno Sacristán e Leite e Tassoni, had as aims: a) to analyze the conception of affectivity present in the theoretical bases above mentioned; b) to investigate the way the affective dimension is configured in the pedagogical practices of teachers working in the first grades of elementary school.The methodology included the observation of the school routine of two groups of students belonging to the second grade of a public school in Araraquara-SP, Brazil, to identify the way the affective aspects revealed themselves in the teachers' pedagogical practices. We also interviewed both teachers to clarify some aspects of the observation as well as to get some information about their conceptions of affectivity and its importance in the teacher-student relationship. Some results may be appointed: a) the conception of affectivity of both teachers was only partially similar, hence originating some differences in the teacher-student relationship; b) both give support to the students during the class activities, guiding, encouraging, clarifying doubts; c) there are some differences in the evaluation (individual or collective) of the students'activities in the classroom; d) both teachers show concern with the students' learning and always consider their previous knowledge as a starting point to introduce new subjects ; e) the teachers respect the students, both taking into account their individual differences and stimulating those who presented more difficulty, as well as not showing any prejudice in relation to their linguistic variety, different from the school variety; f) both teachers encourage the well succeeded tasks using rewarding words, facial expression and approval gestures. We may conclude that the affective component is fundamental, together with the cognitive ...