AFFECTIVITY AND LEARNING— TEACHER'S PERCEPTIONS IN ELEMENTARY SCHOOL I

Abstract

The present research results from the reflection on how the literacy teachers perceive the affectivity in their practice, the importance and relation that establish between affectivity and learning. The target audience was a group of 15 teachers from three schools in a municipality of Greater São Paulo. It is considered from the analysis that teachers perceive affectivity as essential, in the process of literacy, so much that, they pointed out that it should be considered from the choice of class. The teacher believes that affectivity is related to cognition and that this relationship occurs through the bond in relationships: teacher-student; student-student, student-knowledge, and motivation. The importance pointed to affectivity in practice once again relates to the motivation that drives the student during the learning process. The reports in the interviews show in the various situations that, when there is respect, understanding, dialogue and especially when the affective and cognitive aspects of the subject are considered in the learning process, literacy happens satisfactorily; teachers point to affectivity as important to keep the classroom disciplined, this data leads us to reflect that in many situations the teacher can use affectivity as a means of control of their students and not as a conducive to learning.