A afetividade e o desenvolvimento sociocognitivo de crianças residentes em instituição pública de acolhimento em Fortaleza/Ceará

Abstract

The work addresses on affectivity and the socio-cognitive development of children living in a public reception institution in Fortaleza/Ceará. It aims to investigate the role of affectivity in the cognitive socio-development of children living in a public reception institution, as well as in the school environment in the city of Fortaleza/Ceará. To support discussions on affectivity, the family and social media in which individuals are inserted and cognitive socio-development use the contributions of authors, such as: Wallon (2007), Vigotsky (1991; 2007), Galvão (1995), Batista (2016), among others. The methodology consisted of qualitative research, with the use of the interview with a semistructured script with a socio educator of the host institution and with a teacher from the municipal public school system. The technique of observing the investigated child was also used, two in the shelter and two in the school in which he studies, seeking to understand how he behaves with the people around her. As a result, it was possible to verify that both educational institutions have difficulty dealing with the problems caused by the abandonment of the child; but the mediation of conflicts occurs from affective relationships, especially from the professionals who accompany the daily lives of children. In addition, the results show that these relationships have contributed to promote the cognitive socio-development of the child. In conclusion, we found that affectivity plays a relevant role in the child's cognitive socio-development, and that both one and the other should be worked concomitantly, without privilege of one or the other, in order to avoid compromising the multiple dimensions that constitute the human being - affective, socio-emotional and cognitive.