Os benefícios da afetividade na prática docente para o desenvolvimento de estudantes com deficiência

Abstract

This paper aims to investigate how affectivity is being worked on pedagogically in public schools in the city of Parnaíba-PI, only in the context of Special Education. The methodology used was qualitative research, of the descriptive type. 14 teachers who work in Early Childhood Education, with experience in special education, aged between 26 and 49 years old, took part in this research. Two instruments were used for the analysis of the research: the sociodemographic questionnaire and the semi-structured interview script with open and closed questions. The results of the study pointed to four axes of analysis: a) understandings about affectivity, b) the relevance of using affect in the classroom, c) the contributions of affectivity in Special Education, d) affectivity and pedagogical practices. It is concluded that teachers who use pedagogical practices based on affection, are more successful with regard to the learning and development of students, especially those with special needs.