Afetividade e a formação de crianças leitoras: contribuições da teoria Walloniana

Abstract

This research analyzed the affectivity on the Wallonian perspective and its contribution to the reading children formation. The research started from some central questions: What is the educators' conception of affectivity and how has they been thinking in the constitution of affective process on the subject's relations with knowledge that happen at school? How can affectivity contribute to teaching reading and children's development? Which theoretical-methodological orientations contribute to set affectivity in the reading acquisition process? From these questions, there is the general objective of the research, which consisted in analyzing the contribution of affectivity in the reading children’s formation, in order to create a Pedagogical Guidelines Booklet for literacy teachers. As a result, the following specific objectives were added: identifying educators' conception of affectivity in the reading learning process by young children; finding out how affective processes have been constituted between educators and students and between them and reading in the school space; sensitizing teachers on the necessity to include affectivity in the teaching learning process and elaborate theoretical-mthodological orientations materialized in a Pedagogical Guidelines Booklet. In this research, Henri Wallon's studies (1968/1990/2008) were mainly used, although dialoguing with other authors such as: Vygotsky (2003/2008); Galvão (2001); Almeida (2011); Leite (2011). Smolka (2012); Goulart; Souza (2015); Bajard (2012), among others that provided us with theoretical support in relation to reading concepts. As methodology, literature research was used, also state-of-the-art and documentary research. From the point of view of its objectives, this research had an exploratory and descriptive character. The participating subjects were teachers thast work in the initial years of Elementary School. The data generation instruments used were the mixed questionnaire and the semi-structured interview. Therefore, digital online platforms were used through Google tools, such as Google Forms and Google Meet, the first for the questionnaire and the latter for audio and video for the interviews. The analysis and interpretation of the data generated in a qualitative and quantitative way, were realized through charts, graphs and also through the analysis of the questionnaire responses and the interviews. The data found during the research revealed that most teachers had a misconception in relation to affection, reducing its concept to relationships of love, affection, respect and trust between educators and students. However, their narratives depicted an effort to consider some important pedagogical decisions in pedagogical mediation, even though they are not clear that affectivity is present in these moments or stages developed in their pedagogical work. The research was concluded with the materialization of the educational product, the Pedagogical Guidelines Booklet, with the objective of making the school environment richer in possibilities, based on the reflection on affectivity as an important element in the teaching-learning process.