O papel da afetividade na relação professor aluno com dificuldades de aprendizagem nos anos iniciais do Ensino Fundamental

Abstract

This material is scoped the affectivity importance between teacher and student relationship, and how this helps in linking established apprenticeship students that have difficulties in the early years of elementary school. The material verify the importance and contributions of affectivity between teacher and student, observing how the teacher´s work can be undertaken in order to facilitate a quality of apprenticeship, identify the importance between teacher that the learning´s difficulties can be overcome, to analyze students ´development who experience an affection ´environment and know how importance of the family school partnership with the school to which the child overcome their learning difficulties. The theoretical survey research with empirical datas, the concepts of affectivity resenting second Henry Wallon, Célestin Freinet and Celso Antunes. Subsequently, the study presents the school context, seeking to identify the affective teaching practice´s school, and the importance it has in the relationship between teacher and student, the study´s case of two children living in different family contexts and attending a public school in the São Paulo city. Finally, I emphasize the importance of affection between teacher and student in the knowledge´s construction and cognitive development, and the consequences of lack the affect in the teaching apprenticeship process, beyond and to survey some activities for the teacher to address the issue affective classroom. The results showed that good relationship, both in the home environment, as in the school, where the affection´s feelings, respect, friendship, trust is present, resulting in greater opportunities for child development