Entre o vínculo e o desenvolvimento: o lugar da afetividade no projeto político-pedagógico de uma escola de educação infantil

Abstract

The main objective of this Course Conclusion Paper (TCC) is to investigate and analyze how affectivity is represented and grounded in the Political-Pedagogical Project (PPP) of the Pingo de Gente Municipal School of Early Childhood Education, located in the municipality of Três Arroios/RS. The research is justified by the importance of deepening the debate on the role of emotions, affection, and bonds in the guidelines and practices that guide the daily routine of Early Childhood Education institutions, overcoming the conception that affection is a secondary or merely subjective aspect in the child's educational process. Regarding the methodology, this is an investigation with a qualitative approach, organized into two main stages: a bibliographic review and a documentary analysis of the institution's PPP, conducted based on the Content Analysis procedure. The theoretical framework relies on the contributions of classic authors such as Henri Wallon, Jean Piaget, and Lev Vygotsky, whose perspectives converge in understanding child development as a global process, in which affectivity and cognition are presented interdependently. The results of the analysis indicated that the PPP of the EMEI Pingo de Gente goes beyond its bureaucratic and normative function, configuring itself as a document that expresses a pedagogical proposal of an emancipatory nature, in which the binomial "caring and educating" is articulated through welcoming, qualified listening, the organization of educational spaces, and respect for the children's singularities and learning rights. Furthermore, the research establishes a direct dialogue with the guidelines of the National Common Curricular Base (BNCC) and with the current educational legislation, highlighting that the organization of the school must be structured based on learning rights and interactions, with affectivity acting as an integrating element of the children's experiences. It is concluded that affectivity occupies a central position in the institution's pedagogical proposal, constituting a structuring element for the construction of knowledge and for the formation of autonomous, critical, and sensitive subjects from early childhood.