Afetividade e ética na docência para a educação infantil

Abstract

This research focuses on the theme “Affectivity and ethics in teaching early childhood education”. The theme arose from reflections made during and after the Supervised Curricular Internship in Early Childhood Education, developed in the sixth semester of the Pedagogy Course at the Federal University of Southern Frontier (UFFS), Erechim-RS campus. This study has the following research question: What do the Ministry of Education's curriculum guidelines address regarding affectivity and ethics in early childhood education? This study seeks to understand what the regulations that guide the formulation of curriculum proposals for Early Childhood Education present in relation to the themes of ethics and affectivity. To achieve the proposed objective, a qualitative approach was adopted as a methodological path, with bibliographic and documentary research, highlighting the importance of ethics in teaching and affectivity in interactions with children, covering both theoretical studies developed in legislation and bibliographies by researchers, as well as pedagogical practices carried out in the daily life of a preschool class. Thus, the paper was structured into three chapters, which develop the methodology, the history of Early Childhood Education and of children as subjects of rights, and the theme of ethics and affectivity in the daily life of Early Childhood Education. The research results revealed a lack of discussion on ethics and affectivity in the curriculum documents of this stage, despite highlighting the profound importance of welcoming children with respect, ethics, and affection through more conscious, nurturing, and transformative pedagogical practices in guiding children's human development. Therefore, it is hoped that this study can highlight how the ethical principles of Early Childhood Education can be present in the daily life of schools.