AS MANIFESTAÇÕES DA AFETIVIDADE NA PRÁTICA EDUCATIVA DO PEDAGOGO EM FORMAÇÃO

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This research aimed to investigate how the affectivity is shown in the educative practice of Teachers College students who have already been teaching in Kindergarten and 1 to 4 grades in elementary schools. It also intended to identify the theoretical approach of this issue in higher education. This research is based on Henry Wallons sociogenetic approach, which states that affectivity is relevant both to human growth and to knowledge construction, since it takes into consideration the intrinsic relationship between affective and cognitive domains. The methodology followed in this research is the qualitative approach. The study is exploratory, and happened in three phases. In the first phase, questionnaires were applied to a group of students at the Teachers College of a higher education institution in Curitiba, The second phase was set by semi-structured interviews with a selected group of students who teach either in the kindergarten or in the 1st to 4th classes of the elementary school. In the third phase, data analyses was carried out implying the use of categories of analysis related to the theoretical-practical development, to affective link constitution in teacher-student and student-student relationships, to the verbal language and communication under sensorial manifestations; to pedagogical mediation and to evaluation. Data analysis revealed that Teachers College students stated the importance of dealing with affective issues in theoretical and practical teacher development, although there is a great difficulty in recognizing what in fact constitutes the educative practice.

ASSUNTO(S)

formação do pedagogo teacher development educative practice prática educativa affectivity práticas pedagógicas afetividade educacao educação

ACESSO AO ARTIGO

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