| dc.description.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. | |
