Reflections on affectivity in the interactions between teacher and child in early childhood education

Abstract

The article analyzes the presence of affectivity in interpersonal relationships between teachers, babies and young children. It was born from a research carried out as a undergraduate thesis in the Pedagogy course, with a qualitative approach and bibliographic character, associated with a field study. During three internships in day care centers, from January 2017 to March 2020, observations were made of interactions between teachers and children in early childhood education, which caused concerns directly related to the field of affectivity. As the main theoretical support to understand the affectivity, the concepts of Henri Wallon (1971, 1989, 2007, 2008) were adopted, being established crossings with other researches that investigate the subject. The theme is approached in a manner consistent with the basic concepts of participatory pedagogies (OLIVEIRA-FORMOSINHO, 2007), which nurture the construction of affective bonds through dialogue and sensitive listening, exercise ways of seeing the world from the point of view of children, who are respected as active, competent and entitled to co-define educational itineraries. Through the analysis of field observations, the text reveals difficulties faced in the construction of democratic and respectful pedagogical practices with the diversity of each child's ways of being and living. A multiplicity of conflicts and ways of solving them were observed in daycare centers, realizing that there is no formula for solving problems, understanding, sensitive listening, respectful look and allowing oneself to be affected by the child are essential. so that you can genuinely assist her in her needs. It was found to be essential to have fertile time/space in the early childhood education teachers preparation for the study of affectivity, in order to understand its complexity in permeating both the constitution of the human person and the processes of knowledge construction. It is suggested that this be done through a mixture of approaching concepts and theories on the subject, with re-entering the school, as professionals in training, debating events from other educational-pedagogical daily routines, as happened in the internship experience and in the construction of the undergraduate thesis reported here.