Afetividade na educação infantil: o que pensam professoras acerca das relações interpessoais.

Abstract

The topic of affectivity in Early Childhood Education has been the subject of much debate. This monograph aims to answer the research question: What do teachers think about the interpersonal relationships experienced in Early Childhood Education, and how do they impact the teaching and learning of young children? The overall objective is to understand how interpersonal relationships experienced in Early Childhood Education contribute to the teaching and learning process of the child. Regarding the specific objectives, we emphasize: mapping the main regulatory frameworks of Early Childhood Education Today; investigating the importance of interpersonal relationships for the child's holistic development; and reflecting on what teachers think about the relationship between affection and learning in Early Childhood Education. In our research methodology, we conducted semi-structured interviews with two teachers from the Early Childhood Education department at a Municipal Public School in Baixio, Ceará. We asked them six questions to gain insight into their perceptions and experiences regarding affection and interpersonal relationships in Early Childhood Education. After analyzing the data and reflecting on their responses, we concluded that we successfully achieved the overall and specific objectives of the study. Through the teachers' statements and our reflections, it became evident that establishing a strong interpersonal relationship with the children is of utmost importance. It is imperative to consider their knowledge and understanding of the school environment, as affection and the teaching and learning processes are crucial for the well-being of the children in the classroom setting.