A afetividade e o desenvolvimento da aprendizagem

Abstract

This article addresses the affectivity and interpersonal relationships in learning and development of the students, with or without cognitive difficulties. One of the priorities of the changes in education goes beyond the transformation of the same in a process of genuine and opened communication between teachers and students, including the family, school and the community. Understand the size of affectivity in people's lives, especially for our students, who often arrive at school tireless with many brands and labels, is needed and more extensive and serious than it may seem. The affective relationship goes beyond well-wishing, it is a process built at home, at school, the relationship with the teacher, colleagues and groups in which one lives. The affection is therefore an interactive process, each of us contributes a share, in the construction of the dynamic sensory-intellectual and emotional mosaic of each student. The emotions are present when we seek knowledge, when we establish relationships with objects, ideas and people. The affection and knowledge constitute themselves as inseparable, they are present at all times to a greater or lesser proportion. The affection also involves expressiveness, communication and knowledge. It is on that perspective that we will approach the affectivity and its role in human relations, and thus influencing the development of learning, and the affection as an elevating source of selfesteem and appreciation of the student. Some cases were studied in the classroom, seeking answers and betting on the chances of success of a work involving the affectivity and relations of lovely between people. This article looks for to characterize the interrelation and the interdependence of the behaviors of the domain affectionate, cognitive and way psychomotor to evidence that in every moment of the educational process it owes if to give attention the all of them, for the student's integral and harmonious development to be promoted. To verify also that the quality and the characteristic of the process teachinglearning, more than his/her content, is decisive factor of the development of learnings of the affectionate domain. The used methodology was case study, in two public schools, relating the reality and the situations lived in each one of them, for the students, teachers, school as a whole and the family. We looked for in this research answers for the inquietudes and conflicts that are part of our pedagogic practice, trying to aid and to promote our students, using strategies that seek the being's valorization; we bet in the possibilities of success of a work involving the affectivity and the lovingness relationships among the people. The accomplished research included students of first and second series of the Fundamental Teaching - Basic Education, with repetition report of at least three years in the same series; he/she had as important factor also, in this work, the students' fact be considered as people with learning difficulties and even bearers of special education needs (they related the difficulties with mental discrepancy). They were the guidelines of this work the following subjects: if really the students' learning can be related to his/her affectionate development, which the student's conception and of the teacher on the affectivity and his/her Real value, as the teacher becomes pregnant and it develops the affectivity and relationships interpersonal with his/her school group, if the students without affectionate structure grow appropriately and which the vision of the school about the affectivity.