A dimensão afetiva no trabalho pedagógico: a relação professor-aluno

Abstract

This is a theoretical study that addresses the issue of affectivity in the teacher-student relationship. As a research problem, we have the hypothesis that the teacher-student relationship stimulates the student to learn in a more meaningful way. The importance of this theme is justified because it defends affectivity as a facilitating mechanism in the teaching-learning process. The main bibliographical basis is Wallon, Piaget, Vygotsky, and Paulo Freire, as well as other authors who have contributed to this theme. It proposes to reflect on the affective dimension in the pedagogical field from the experiences during the internship in early childhood education and initial series.