Afetar para educar: mediações das relações afetivas e práticas educativas bem-sucedidas nos anos iniciais do ensino fundamental

Abstract

This study analyzes the mediation of affective relationships in the school context and its implications for the development of successful educational practices in the early years of Elementary School. It is grounded in Historical-Cultural Psychology, understanding affectivity as a dimension inseparable from cognition and constitutive of human development. This is a qualitative, bibliographic investigation with characteristics of a State of the Question study. The corpus consisted of three scientific productions: one article, one dissertation, and one monograph, selected through Google Scholar using descriptors related to affectivity, mediation, Historical-Cultural Psychology, and the early years of Elementary School. The qualitative, descriptive, and interpretative analysis considered the objectives, theoretical foundations, methodological procedures, participants, results, and conclusions of the studies. The findings show that teachers’ meanings regarding affectivity influence the organization of teaching, the relationships established with students, and the conditions for the appropriation of school knowledge. The analyzed productions indicate that relationships based on welcoming, dialogue, respect, listening, and appreciation of individual singularities contribute to the creation of more inclusive, cooperative, and motivating learning environments. They also demonstrate that affectivity goes beyond a restricted understanding of affection, as it integrates pedagogical mediation and produces affective impacts capable of expanding or limiting students’ participation, motivation, and development. It is concluded that successful educational practices result from the articulation between teaching intentionality, the organization of instruction, affective-cognitive unity, and mediations committed to the integral development of children.