Onde, em nós, a casa mora: sobre os afetos na Educação Infantil

Abstract

The school adaptation period represents a phase of many changes for the child. From a concept of affectivity as a tool that facilitates the mediation process of this period, it is possible to ensure the construction of a welcoming and safe environment, where the child is attended to in their needs and specificities and, thus, can interact with the environment of school and actively participate in the proposed experiences. Therefore, it is necessary that everyone involved participate, seeking a relationship of dialogue, partnership, exchange of experiences, as well as having a plan that, considering the singularities of each child and their rhythms, guide this process and think about this moment of welcome in order to guarantee the necessary flexibility. In this sense, the preparation for the adaptation period must rely on the articulation between theory and practice, expressing, in practice, the idea of affectivity as an element worked with pedagogical intention and necessary for the construction of bonds between the child and the adult of reference.