Educação afetiva nos processos de ensino e de aprendizagem : um estudo de caso com estudantes do ensino médio

Abstract

Affect in school relationships has significant impacts on teaching and learning processes in basic education. In this sense, this study aimed to investigate which aspects contribute to the development of affective education with secondary school students. The theoretical framework of this empirical research was based on authors such as Piaget, Vygotsky, Wallon, Mosquera, Maturana, Ausubel, Rogers, Goleman, Freire, Anastasiou, Damásio, Vygotsky and Luria, Tardif, LeDoux, among others. The methodological approach was of a qualitative nature, through a case study made up of 85 students of the third year of High School at Brother School Marist Jaime Biazus, in the city in Porto Alegre (Brazil). This institution offers free education, intended exclusively to students who have scholarships. Considering the scope of this study, the investigation was carried out based on the triangulation strategy, using the following instruments for data collection: online questionnaire completed at the school, direct observation at the research field with the participants and face-to-face interviews with open and semi-structured questions. Data analysis and interpretation was supported by the theory of Discursive Textual Analysis (ATD) by Moraes and Galiazzi (2014). From the data analysis emerged four major categories: I- Teaching as a possibility for humanization; II- Knowledge from student experience; III- The importance of affective bonds in high school; and IV- Pedagogical practices: experiences of affection in the school environment. The results show that the main aspects that contribute to the development of affective education with high school students are: Teaching as a proposal for humanization; The quality of interpersonal relationships; Pedagogical practices inspired by human values; Integration of all dimensions: emotional, intellectual, physical, social, cultural and spiritual; Feeling of belonging/family spirit; Inclusion of the community in the school; Meaningful learning; Education of academic and human excellence; Appropriate infrastructure; and Teaching as a potential for transformation. Considering the results obtained in this research, the thesis upholds that "affectivity, recognized as an inseparable factor to the development of cognitive processes, resignifies the meaning of learning, through the reality of feeling 'affected' in the context of relationships built in school".