A "afetividade" nos processos de ensino-aprendizagem na e da alfabetização: desafios e possibilidades em contextos de inovação educacional

Abstract

The study on screen, anchors itself in challenges perceptions and demands inherent in the processes of teaching and learning, observed and operationalized in the condition ofstudent in the process of initial training in the Pedagogy Course in attention to teaching in literacy. As a result, we defined the problem of this research as follows: what do the national scientific productions indicate, regarding affectivity, emotion and care in contexts of educational innovation? And how do these studies deal with the perspective of literacy/learnedness in the early years of elementary school? The purposes of this are, to reflect on the above, in view of the importance of welcoming the human being in the process of humanization and learning in the drought diversity and singularities when entering Elementary School 1. Because of this, define you as a general subject: Idetufy and analyze the national scientific production relating to approaches to emotion/afectivity/care and educational innovation attentive to literacy processes aimed at the early years of elementary school. As for the methodology, it is na exploratory bibliographic research that, according to Severino (2002) presents the canes and options to be adopted in the course of the research, also, agui called the state of knowledge. According to Ferreira (2002). As for the highlighted, 17 (seven) works of different academic genres were located and cataloged, from the electronic base of IBICT, captured with previously defined search expressions, located in time frame 2010-2022. Regarding the search and results, we can say that there is a nascent concern in relation to the theme/problems raised. There are renowned authors in minutes the areas, literacy and affectivity and their interfaces attentive to the peculiarities of a hunano development process impacted and that impacts the learning processes particularly of children in the Initial phase of schooling, subsidized by attention to affectivity/care/innovations. However, we give rise, from an initial analysis, to the identification of aspects related to the discussion made from the infth of this decade, during and after the pandemic, which I do not yet occur. We reiterate the need for continuity of studies of this nature, subsidized by the signaling arising from the category of the production accessed and the inferential categories captured from the inventoried discussions discribed: emotion/affetivity/care and educational innovation; learning difficulties and the relationship, emotion/affectivity/care and educational innovation; affects teacher otal care in literacy; innovations and innovative aspects in the formative practices of literacy/reading.