Educação afetiva: análise do programa LIV (Laboratório Inteligência de Vida) na educação infantil

Abstract

This qualitative study, carried out based on documentary and bibliographic research, aims to analyze the LIV Program (Intelligence and Life Laboratory), understanding its relations with Affective Education, as well as the possibilities and limitations of its use in Education. Infantile, with children of 3, 4 and 5 years old, in a private school in Goiânia. In this way, we study the third stage of human development, based on Henri Wallon's psychogenetic theory; we analyzed the possibilities and limitations of the LIV program for effective Affective Education; and we discussed about other work possibilities on affectivity as a constituent element of the teaching-learning process. To this end, this work brings together some works, such as Almeida (2008), Dantas (1992), Tran-Thong (1969), Leite (2012). Studies that are based on Henri Wallon's Psychogenetic Theory, with respect to affectivity and the stages of child development. Wallon (1995) argues that the school must also be responsible for the development of children's personality. Through the knowledge of the child and everything around him, from various parameters, be it physical, biological, psychological and social means, from which to realize and provide a place of speech for them, causing them to awaken their knowledge and skills. This study highlights the role of affectivity in an integrated way to the child's teaching on Affective Education and its importance in the daily life of children adding to other knowledge, and not as something separate, as a kind of discipline to be fulfilled.