A relação professor-aluno mediada pela afetividade no contexto do 1º ano do ensino médio integrado: desafios e possibilidades

Abstract

This research work, at the master's level, is part of the studies of the Professional Master's Program in Professional and Technological Education, in the Research Line Educational Practices in Professional and Technological Education and Macroproject 1 - Methodological proposals and didactic resources in formal and non-formal teaching spaces in EFA. It focuses on the integral and significant formation of the student, aspects of affectivity in teaching practice and its relationship with the teacher-student process of Integrated High School students as well as the teacher-student relationship mediated by affectivity. Thus, it was questioned: How can the affective posture of the teacher of the mathematics curricular component influence the teacher-student process of the students of the 1st year of EMI (Integrated High School) of IFPI - Teresina Central campus? The work emerges from personal observations in the face of students' reports about learning, specifically the presence/absence of affective elements in the teacher-student relationship and its developments. The theoretical foundation is based on the studies of Wallon (1979), Freire (1996) and Novoa (1992), among other authors, on the reflection on human development and formation and the relevance of affectivity in educational processes. This is a field research, with a qualitative approach, which uses the dialectical method, with emphasis on teaching practice. To achieve the objectives, it was decided to produce data through a semi-structured questionnaire, through the Google Forms application and subsequent analysis of the answers, from the perspective of Bardin (2013). The participants were teachers of the Mathematics curricular component, working in the 1st year of the Integrated High School of the Federal Institute of Piauí - IFPI, Teresina Central campus. The data found in the study reveal a personal disposition towards affectivity, suggesting an intrinsic inclination to establish emotional connections with students. However, when analyzing the teachers' statements, there is no significant emphasis on the deliberate application of affectivity as a central element of teaching. Although teachers have a predisposition to affectivity, its effective translation in the educational context, as reflected in their statements, can be considered discrete. This suggests that while there is an emotional openness on the part of teachers, this disposition may not manifest prominently in the classroom environment or in everyday interactions with students. Thus, the practical application in the educational context may not be so evident, raising questions about the effective implementation of affectivity in teaching practice. The research resulted in the development of a booklet on affectivity in teaching practice in professional and technological education. Aimed at facilitating teachers in the development of practices that promote greater connection between student, teacher, discipline and subject studied. Teachers positively evaluated the suggested practices, considering them feasible for application in educational environments that aim at the integral formation of students.