AFFECTIVITY BETWEEN TEACHER AND STUDENT IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

Teachers who practice empathy are focused on creating a classroom culture. They build a repertoire of strategies designed to trigger new ideas and foster a spirit of creativity in students, and they adapt and create ideas for their own curricular needs. Many educational needs are emerging, and one of them is creating spaces that promote emotional well-being. This demonstrates that the physical environment greatly influences emotions. This happens in all the spaces that are traversed every day, and students spend many hours inside their classrooms. Given this, the general objective was chosen as "Analyzing the contribution of affectivity in the classroom, in a pleasant space with students with disabilities, through bibliographic research." The results indicate that the emotions felt in the classroom influence the effectiveness of learning, such as the presence of cheerful colors that stimulate creativity. In a complete education, students are not only there to receive scientific training, but also artistic, physical, and emotional training. It is concluded that the educational inclusion of students with disabilities depends, to a large extent, on teacher care, understood as a positive, supportive, and adaptive attitude on the part of teachers, as well as the creation of a classroom environment where all students feel valued and respected.