A percepção das professoras sobre a afetividade na Educação Infantil

Abstract

This work has as general objective to analyze the perception of daycare and pre-school teachers from the regional public system of Fortaleza about affectivity. As specific objectives, we sought to analyze how they perceive the affectivity of children in the contexts of infants and pre-school. Also, how the teachers reflect on the challenges faced by them, in the context of affectivity in both classes and analyze how they perceive their affectivity in relation to their group. This qualitative research experience is based on the psychogenesis of the complete person, Henri Wallon's theory of child development. It discusses aspects of child development, the manifestations of affectivity in children and the relationships between children and early childhood education teachers. As a methodological strategy, the semi-structured individual interview was used, conducted with twelve teachers through video or telephone calls. Data analysis revealed that teachers confuse affection with their manifestations, referring, above all, to positive affective experiences, for example, care and affection. However, they understand the importance of affectivity in the development and life of children, whether they attend day care (0-3 years) or pre-school (4 and 5 years), expressing in their speeches the importance of dialogue, gestures and the tone of voice of teachers of children of these different age groups. In addition, the teachers stated that there are many challenges present in their pedagogical practices, highlighting the difficulty in understanding the emotional manifestations of the children, especially crying, relationships with families and the physical conditions of schools. The teachers affirm that they express their affection through the way they take care of the children, how they communicate with them, how they listen to them and how they favor the experience of positive affective experiences. Some pointed out that they have the role of promoting the emotional development of the children in their group and, thus, developing healthy and critical subjects. The results of this work show the need for continuing education processes that address the theme of affectivity, as the teachers' knowledge seems to come basically from experience and their actions seem to be based on intuition. It is interesting that these experiences also favor the teachers' self-knowledge, the management of their own emotions, as well as the construction of strategies that encourage children in organizing their affective manifestations.