A afetividade na escola fundamental na perspectiva da criança.

Abstract

Affectivity is present from the earliest manifestations of human existence. From birth, the child is engendered in a constant search for interaction and adaptation to the world in which he lives. For this purpose, he uses physical and bodily mechanisms and later develops others that are essentially psychic. The affective aspects that permeate the social relations established between the child and the adult determine the construction of the identity and the value that the child gives to itself. Experiences experienced and permeated by affection guarantee a wealth of meanings throughout life. In the school context, such relationships expand at a dynamic and diversified level, requiring the child to be in a constant process of readaptation. In this sense, the main objective of this study is to understand the affectivity in the school from the perspective of the child, considering the relation that the teachers establish with it. As to the specific objectives, we sought to know what the students expect to find in a teacher; what motivates his coming to school; and to identify which expressions of affection are optimized in the teaching and learning process. The theoretical reference was based on the reflections of Freire (1996), Galvão (2008), Piaget (1967), Wallon (2005), among others. The research, of a qualitative nature, used the semiestruture interview as an instrument of data collection. It was carried out with 12 (twelve) children of a class of the 4th year of elementary school of a public school of the Municipality of Fortaleza. The results show that children want the exchange of interactions with teachers who are more patient and less authoritarian, since authoritarianism practiced in the classroom conditions the subject to indiscipline, apathy, disinterest and rigidity of the body. It was possible to realize that the school is not only important for what it teaches, but for the social relations that it offers.