A afetividade no processo de ensino sob o olhar do professor Sérgio Leite: contribuições para a formação de professores(as)

Abstract

The present work presents the reflection and analysis of the research conducted by Prof. Sérgio Antônio da Silva Leite, based on the concepts of H. Wallon and L. S. Vygotsky, which deal with the theme of affectivity in pedagogical practices and its contribution to the learning processes. In the different approaches, affectivity is considered indispensable for the individual's psychic development. The bonds established between teachers and students provide essential tools for the acquisition and maintenance of learning. The aim of this research was to understand the relevance of affectivity in pedagogical practices and its relationship with teaching, learning, and child development. To achieve this, it was necessary to encompass the concept of affectivity from the perspective of Henry Wallon, L. S. Vygotsky, and their influences in Sérgio Leite's perspective. Discussing from this author's studies, the relationship between affectivity, teaching, learning, and child development was examined, and finally, the possible contributions of the works to teacher training and pedagogical practice with children were understood. Thus, the analysis of the following works by Sérgio Leite was carried out: "Affectivity: marks of the unforgettable teacher"; "Affectivity and pedagogical practices"; "Culture, cognition, and affectivity: society in motion". The methodology used was bibliographic research, with a qualitative approach. Initially, the chosen works were read in a floating manner, and then the reading was guided by an analysis script based on the objectives of this research. The information gathered leads us to consider that affectivity is a fundamental and determining tool in the processes of development and teaching-learning, as well as in the human formation of the individual. It is possible to understand the interdependence between affectivity, teaching-learning, and child development, and this relationship is elemental for pedagogical practices, ensuring that teachers have the necessary knowledge to impact their praxis and the teaching and learning process.