A dimensão afetiva na mediação e sistematização do processo de ensino - aprendizagem nos anos iniciais: fatores emocionais que permeiam a relação do indivíduo com o espaço escolar

Abstract

The objective of this research is to bring a reflexive analysis, to understand the affective dimension in the pedagogical mediations developed in the school space, in the teaching-learning process and later to divulge in the context in which it was done, in order to collaborate for a better interaction in the relationships established in the field. searched. This choice is justified by the need to understand the interactions and the way in which relationships established within the school can benefit or not the development of the learner in the teaching-learning process. Based on the theoretical support, Ada Brasileiro (2018), Freire (2010), Carls Rogers (2010), Sergio Antonio da Silva Leite (2018), Vygotski (2010) and Wallon (2010), bring considerable contributions from the perspective of the affective dimension, punctuating its relevance in the mediation and systematization of the learning process, the emotional factors that permeate the relationship of the individual with the school space. We sought to understand the problem through the action research methodology, reflecting and acting in the context through effective participation, researching the teaching practice itself in order to intervene in order to know, understand and modify the reality presented, improving the practice. from the observed data and results related to the problem. The research data suggest that a relationship mediated by affectively positive factors produces a movement of approximation of learning subjects and better interaction with the context, apprehension of knowledge. On the other hand, the relationship sustained by affectively negative mediation factors produces a movement of repulsion, withdrawal, fear, not effectively contributing to a behavior of change that increases the student's potential, not allowing him to understand the relevance of what he learns in his development. The researched elements validate the assumption that affect influences the promptness with which knowledge is built, because with the feeling of security the subject learns more easily.

Keywords: affectivity, learning, mediation, interactions.