| dc.description.abstract | This study aims to investigate the way the socioemotional dimension pervades the teaching practice of the teachers in elementary school at Colégio Santo Inácio, Rio de Janeiro; as we recognize the necessity of understanding how the teacher-student interaction happens, associated with human and social values to be consolidated in the routine in the classrooms – in conjunction with the implementation of basic curricular content; and due to our belief that the student’s attitudes should be part of the pedagogical purpose, since the learning process happens, in the same way, in the perspective of learning development and socialization of the subject. This is a qualitative descriptive study, which has selected as a sample, 12 teachers who work in elementary school at Colégio Santo Inácio. Information has been collected by means of a survey consisting of 9 questions, and the answers have been submitted to study parameters proposed by content analysis. From the collected data, and according to Vygotskty’s, Freire’s, Piaget’s and Fernández’s theoretical concepts, we’ve observed that the teachers involved in the study assigned the same level of importance to socioemotional and cognitive dimensions as components of the students’ integral formation. Aiming to emphasize the importance of the socioemotional aspects to the development and learning process, this study intends to contribute to the teaching practice by the education professionals working with junior-high students at Colégio Santo Inácio, in Rio de Janeiro. | |
