The contributions of affectivity in the teacher-student relation in children's education stated in journal articles (2015-2019)

doi.org/10.29327/217514.7.1-32

Abstract

This work deals with affectivity in the teacher-student relationship in the teaching and learning process in Early Childhood Education listed in articles published in journals in the last five years. This is a bibliographical research with a qualitative approach. The articles were found in searches in the CAPES journal portal. They were selected through the following filters: keywords: Affectivity and Early Childhood Education, in the title; date of publication: in the last five years; material type: articles. The productions were analyzed in the light of the Discursive Textual Analysis technique. The results point to the importance of affectivity in the teaching and learning process in the early childhood education stage. We identified convergences towards the sense of affectivity when directed to the teacher-student relationship; we found that when addressing about affectivity in the teaching process, the productions presented actions that can contribute to the bonds that affect.