A afetividade como prática pedagógica na Educação Infantil

Abstract

This article presents theoretical research to reflect on the importance of affectivity in Early Childhood Education practices. To do so, it was based on the legally established view of Early Childhood Education, as defined by the Law of Guidelines and Bases of National Education (LDB, 1996), and the National Curricular Guidelines for Early Childhood Education (DCNEI, 2010), as well as the resulting conception of children. The investigation sought to highlight theoretical discussions based on the studies of Pikler and Gerber, who understand babies and young children as capable beings. Aspects of pedagogical practices emphasizing affectivity were discussed, including what does or does not constitute an education for children and infants, the aspect of attachment, and the development of emotions in this age group. It is concluded that the affective bond and interpersonal relationships are inherent to the basic needs of child development. The specificities of the work, principles, practices, and curriculum of Early Childhood Education involve the affective nature of educators, who should be part of the limited group of adults that directly and indirectly participates in the construction of meanings, cultures, and personalities of the child.

Keywords: Affection. Pedagogic Practice. Early Childhood Education