Afetividade como estratégia para trabalhar com as diferenças na Educação Infantil

Abstract

This monograph pictures a survey which aims to understand affectivity as a strategy to work with differences in the realm of child education. We understand the school as an environment not only to teach the syllabuses, but mainly to teach the respect towards differences and this happens also through the exercise of affectivity. Therefore, our goal in this study was to understand the interactions between the affective relations and the concepts and practices of inclusion in the diversity of child education. As theoretical background, we have used mainly Wallon, Piaget, Vygotsky and Maturana. We prioritized the debate on the concepts of diversity and affectivity and we believe that everyone, regardless their personal peculiarities, can coexist in the same environment in a respectful and productive way as long as this coexistence is permeated by relations of affection. The research was conducted at a child education institution, located in a district named Riacho in the city of Contagem. The methodology used was a case study and the subjects were two children who were considered "more different". As methodological tools, we used observations, a questionnaire and a teachers interview, analysis of documents from the school office and photographic records. Moreover, an intervention was carried out involving the surveyed children in activities like group conversation meetings, drawing, using play dough and cutting and pasting. Regarding one of the children, the interventions were jeopardized due to the childs low attendance rate, but with the other child, the results showed a significant change in the behavior, as she started moving around and expressing herself more safely and independently both in her original group, as in leisure moments and in other group activities. As conclusion, we found that to recognize the other as legitimate, with its differences and peculiarities within the limits and possibilities of affection, caring and love throughout a pedagogical relationship, helps to improve the construction of subjectivity in the child.