A influência da afetividade na educação inclusiva nos anos iniciais do Ensino Fundamental na rede municipal de Olinda - PE.

Abstract

The present research sought to discuss the influence of affectivity in inclusive education in the early years of Elementary School I. It aimed to analyze the influence of affectivity in inclusive education on cognitive aspects in Elementary School I in a municipal school in Olinda - PE. Understanding that students with disabilities face several challenges to be included in the school context, it is important for educators to realize how much affective aspects influence the construction of student knowledge. If he does not feel welcomed and secure, the teaching-learning process will not be successful. Through qualitative research, interviews were analyzed with eight teachers who work in the early years of Elementary School I in public and private networks and a support educator who works in the resource room. Given the results found, it is understood that, in the professionals' conception, there are ways for affectivity to be part of the pedagogical process and that without this aspect, inclusion does not happen effectively. The theoretical contribution had great authors related to affectivity and inclusive education such as Galvão (1995) when referring to Henri Wallon, Mantoan (2011) and others. In this sense, the role of the educator would be to motivate, encourage the student through active methodologies that are able to contemplate them. It was possible to understand that where there is no affection, it is not possible to establish a bond with the student that makes them want to fully participate in the school context.