O AFETO PARA APRENDIZAGEM NA EDUCAÇÃO INFANTIL

Abstract

This paper explores the important role of affectivity in the teaching-learning process and child development, highlighting its relevance for students' cognitive, emotional, and social development in the school environment. Based on a theoretical analysis of authors such as Henri Wallon, Jean Piaget, and Paulo Freire, the study emphasizes that affectivity is not merely a complement in the school environment, but a central element that directly influences children's motivation, self-esteem, and academic performance. The study discusses how the relationship between teachers and students can positively impact learning, creating a welcoming and safe environment where children feel valued and confident to explore their potential during lessons. It also addresses the consequences of an education that neglects affective dimensions, leading to exclusion, academic difficulties, and barriers to students' holistic development. Furthermore, the paper highlights the importance of inclusive pedagogical practices and ongoing teacher training to address diversity in an empathetic and effective manner. Affectivity, in this context, is understood as an essential tool to overcome inequalities, promote healthy interpersonal relationships, and encourage cooperation in the school environment. The conclusion is that integrating affection and teaching is crucial to transforming the school into a truly democratic and inclusive space, capable of respecting differences and contributing to the holistic formation of children, understanding that each child is a unique being who is constantly being affected, preparing them not only for academic challenges but also for living in society.