A afetividade no ensino de ciências

um estudo em uma escola pública

Abstract

The study sought the influence of affectivity in the teaching and learning processes in elementary students, protagonists of activities developed by them and the researcher teacher. The objective was to observe the affective relationships between students and the teacher in science teaching and between them and the school space during science classes. The theoretical framework for the discussion of affective issues was the work of Wallon and Vygotsky. The qualitative research, based on participant observation, was carried out with 3 seventh grade classes from a municipal school in the west of Rio de Janeiro in the teaching of fungi and plants. A didactic sequence was planned by the students and mediated by the research teacher. The results showed that the students started to participate more actively in the classes, having been their idea to include in the schoolyard classes in the planning. The affective relationships improved and the coexistence became harmonious and affectionate. The establishment of the feeling of belonging to the school space can also be verified from the answers they gave to the questionnaires answered after each step of the didactic sequence. It was also noticed an improvement in the school performance of the study participants. We conclude that changing the routine of science classes, requested by the students, promoted an increase in interest and performance in carrying out activities, in the identified affections (pleasure, joy, tiredness, interest, etc.), in the feeling of belonging and consequent care with the school space, in addition to improving the affective relationship with the teacher and researcher.