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A afetividade na relação pedagógica em contexto de jardim de infância
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Advisor(s)
Abstract(s)
O presente relatório consiste num estudo sobre a afetividade na relação pedagógica, em
contexto de jardim de infância. Procurou-se investigar de que forma a afetividade na relação
pedagógica influencia o bem-estar emocional das crianças e que estratégias pode o educador
implementar que promovam o desenvolvimento de uma relação afetiva.
Os dados recolhidos referem-se a um grupo composto por 25 crianças, com idades
compreendidas entre os quatro e os seis anos, bem como à respetiva educadora cooperante. A
investigação fundamentou-se numa metodologia qualitativa, fazendo uso da observação, com
recurso a notas de campo e a entrevistas conduzidas tanto com as crianças quanto com a
educadora cooperante. A análise das informações recolhidas foi conduzida em diálogo com a
literatura e com estudos no âmbito da temática.
Os resultados obtidos demonstraram que uma relação pedagógica afetiva promove o
bem-estar emocional das crianças, observando-se um aumento nos níveis de bem-estar à medida
que se intensificam os afetos. Além disso, verificou-se que essa relação contribui positivamente
para as aprendizagens da criança no jardim de infância, principalmente pela motivação que
proporciona na realização de atividades, evidenciando a sua influência no processo educativo e
de aprendizagem. Por fim, foram identificadas estratégias que podem ser aplicadas para que
uma relação pedagógica afetiva potencie a resolução de conflitos, tais como envolver as
crianças na resolução dos mesmos e valorizar os seus sentimentos e frustrações
ABSTRACT: This report presents the findings of a study examining the role of affectivity in the student-teacher relationship in a kindergarten setting. The objective was to examine the impact of affectivity in the student-teacher relationship on children's emotional well-being and to identify strategies that kindergarten teachers can employ to maintain an affective relationship. The data set comprised a kindergarten cohort of 25 children, aged between four and six years, and their teacher. The research was based on a qualitative methodology, employing techniques and instruments such as observation through field notes and interviews with both the children and the teacher. It was imperative to integrate the data collected with an analysis of existing literature. The results obtained demonstrated that an affective pedagogical relationship promotes children's emotional well-being, with an increase in well-being levels observed as affective bonds intensify. Furthermore, it was found that this relationship positively contributes to children’s learning in kindergarten, mainly by motivating them to engage in activities, thus evidencing its influence on the educational and learning process. Finally, strategies were identified that can be applied to enhance conflict resolution through an affective pedagogical relationship, such as involving children in conflict resolution and valuing their feelings and frustrations.
; ; Emotional Well-Being; Early Childhood Education.
ABSTRACT: This report presents the findings of a study examining the role of affectivity in the student-teacher relationship in a kindergarten setting. The objective was to examine the impact of affectivity in the student-teacher relationship on children's emotional well-being and to identify strategies that kindergarten teachers can employ to maintain an affective relationship. The data set comprised a kindergarten cohort of 25 children, aged between four and six years, and their teacher. The research was based on a qualitative methodology, employing techniques and instruments such as observation through field notes and interviews with both the children and the teacher. It was imperative to integrate the data collected with an analysis of existing literature. The results obtained demonstrated that an affective pedagogical relationship promotes children's emotional well-being, with an increase in well-being levels observed as affective bonds intensify. Furthermore, it was found that this relationship positively contributes to children’s learning in kindergarten, mainly by motivating them to engage in activities, thus evidencing its influence on the educational and learning process. Finally, strategies were identified that can be applied to enhance conflict resolution through an affective pedagogical relationship, such as involving children in conflict resolution and valuing their feelings and frustrations.
; ; Emotional Well-Being; Early Childhood Education.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto
Universitário para obtenção do grau de Mestre em
Educação Pré-Escolar
Keywords
Afetividade Relação pedagógica Bem-estar emocional Educação de infância Affectivity Student-teacher relationship