A afetividade e a aprendizagem da criança com deficiência intelectual na sua relação com o professor

Abstract

The present study aims to investigate the importance of affectivity in the teaching-learning process of children with intellectual disabilities in school. For this, a bibliographical research was done on the studies developed by Henri Wallon, in order to elucidate questions concerning the affectivity for the author and how this implies the educational processes. As a result, we have that affectivity is the conjunctionof the organic and the social and that it does not exist without the medium, which is understood within the dimension of human relations. With this, the school should be a means in which the student finds incentives for its development, just as it does in society. Finally, the teaching-learning process must be interactive, allowing the student to develop both cognitively and emotionally.