THE IMPORTANCE OF AFFECTIVE RELATIONSHIPS FOR REDUCING LEARNING DIFFICULTIES IN THE SCHOOL ENVIRONMENT

Abstract

Considering the influence of affective aspects, whether in the family or school environment, on the development of children and their academic, personal and social education, aiming at their best performance, the present study had as its main objective to understand how affective relationships can contribute to reducing learning difficulties that are linked to family problems. The methodology used was a basic study, of descriptive nature and qualitative approach, having as procedure a field study at the Maria José Nóbrega de Figueiredo Moura Municipal School, located in the city of São José do Belmonte, Pernambuco. The research subjects were the 05 teachers of Elementary School II, having as a data collection instrument the application of a questionnaire. The results indicated that the greater and more effective the bonds in the classroom environment, and between the school and the family, the better the learning results will be if there is interaction of all those involved in this process, especially because, the approximation will allow the knowledge about the true needs and potentialities of each one, which will facilitate the development of facilitating and effective proposals in the production of knowledge. The teachers pointed out that students have difficulty interacting, and that the school seeks to implement actions that can reduce their lack of interaction. In conclusion, the school, the teacher and other members of the teaching team need to understand that in addition to being a learning being, the student is an individual with feelings, desires, fears, frustrations, dreams, etc., which must be considered in its entirety. The school cannot be understood simply as a space for gathering mere receivers of information and knowledge. It must also be committed to the person, and therefore, affection must become an ever-present aspect in the context of the classroom and in the school environment.