REFERENCE: ASSIS, Tauã Carvalho De. UM ESTUDO SOBRE A AFETIVIDADE NA ESCOLA PÚBLICA DE TEMPO INTEGRAL: A PERCEPÇÃO DOS SUJEITOS APRENDENTES. 2016. 145 f. Universidade Federal de Goiás, 2016.
AUTHOR: Tauã Carvalho de Assis
TITLE: A STUDY ON AFFECTIVENESS IN THE FULL-TIME PUBLIC SCHOOL: PERCEPTION OF THE LEARNING SUBJECTS (UM ESTUDO SOBRE A AFETIVIDADE NA ESCOLA PÚBLICA DE TEMPO INTEGRAL: A PERCEPÇÃO DOS SUJEITOS APRENDENTES)
ADVISOR: Prof. Dr. Neuda Alves do Lago
CONCENTRATION AREA: Education
RESEARCH LINE: Culture, Teaching and Learning Processes
DEFENSE DATE: 02/02/2016
In this paper, we investigated the affective reactions of twenty-three children, from 3rd to 5th grade of elementary school, from a public school in Jataí-Goiás, which offers the possibility of full-time students through the federal government strategy called More Education Program (Programa Mais Educação). Specifically, we seek to understand how children, students of the target school, reacted affectionately to the expansion of their school day from four to seven hours per day; (b) the insertion of new artistic, cultural and sports activities in the school space; and (c) the introduction of new teaching subjects, the monitors, into the school. We used, both in data collection and analysis, qualitative and interpretive research methods. The data collection instruments consisted of questionnaire, interview and field observation. We also used some quantitative data, mostly in charts and graphs, to illustrate children's responses and affective reactions to our research questions. As a theoretical framework of this research, we rely essentially on Henri Wallon's psychogenetic studies. Based on his Complete Person Theory, as well as his understanding of human affectivity and its manifestations, we designed this study. For this theorist, there's a strong relationship of interdependence between affectivity and learning. Through ethnographic research with children participating in the More Education Program (Programa Mais Educação) at the target school, from January to June 2015, and the Wallonian theoretical contribution, we demonstrated that affectivity becomes an intrinsic component in the relationship between the learning subject and the strategy studied. Thus, we confirm that affectivity, which can generally be expressed in pleasant or unpleasant tones, directed the students reaction, subjects of this research, to the More Education Program (Programa Mais Educação). The results of this research allow us to (re)affirm the inseparable relationship between affectivity and learning at school and in the teaching and learning processes. We could also perceive the existence of doubly oriented affective responses, in other words, interdependent.