AFFECTIVITY AND THE PROCESS OF RECOMPOSITION OF LEARNING OF CHILDREN IN THE 2ND YEAR OF ELEMENTARY SCHOOL IN THE POST-COVID-19 PANDEMIC CONTEXT

Abstract

This article, based on the theoretical construct of the functional set of affectivity (Wallon, 2007), discusses the contributions of this set to the recovery of learning among 2nd-grade elementary school children in the literacy process within the post-pandemic context of COVID-19. A comparison is established between academic results prior to the pandemic and those following it, enabling a productive analysis of the impacts of affectivity on the teaching and learning process.