Afetividade e aprendizagem escolar na perspectiva de professoras alfabetizadoras

• Ano de defesa: 2010
• Autor(a) principal: Pereira, Zildene Francisca
• Orientador(a): Almeida, Laurinda Ramalho de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Afetividade; Prática docente; Alfabetização; Psicogenética walloniana
• Palavras-chave em Inglês: Affectivity; Teaching practice; Literacy; Psychogenetic wallonian
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/15972

This research discusses the understanding of literacy teachers about the relationship between affectivity and school learning, based on these objectives: understanding how teachers think and feel the affectivity in literacy, to discuss the relationship between school learning and affectivity from some elements identified in their practices for teaching-learning process and analyze the implications they have experienced as learners in the literacy process. Henri Wallon is our main theoretical framework for both the research proposal, and during the discussion of the findings. The dialogue with a group of researchers that dialogue with the theme affectivity: Almeida (2004, 2007); Codo and Menezes (1999) and Casassus (2009), Dantas (1992); Galvão (1995), Leite (2006), Mahoney ( 2003, 2004, 2007) among others, as well as theoretical training of teachers was also done. The information was produced by semi structured interview with ten alphabetizers at Cajazeiras city, Paraíba, by impressionist observations and by annotations in a field book. We opted for a thematic analysis as a procedure of data analysis. The thesis is organized into three chapters: the first we present a theoretical discussion about the Affectivity and school learning: implications for the teaching-learning relationship, in the second we present the Methodological Procedures, on the third, the analysis. And we located three themes: Memories of literacy: the role of the other; Career teacher x cycles of life: the choice of profession, and finally Affectivity and teacher-student relationship: new meaning to better understand. We ended the analysis with the theme Expectations regarding teaching: possible dreams. Each thematic group shows different feelings either pleasant, unpleasant as experienced and shared by the literacy teachers during their teaching practices, and lead to the conclusion that the literacy teachers, to develop their own understandings of what is affectivity, reframe their teaching practices and educational spaces