Sinto logo ensino: minha (Des)Construção como professor e a afetividade na educação infantil

Abstract

The referred study parts of the experiences lived by me, in my first year of school life as a student and in my first experience in Stage I, of the Degree in Pedagogy of the University of the State of Amazonas. Perceptions and these experiences that have marked deeply the choice of teaching as a profession and affection as indispensable element to teacher-student relations in early childhood education. The guided study on autobiographical research, which considers the life narratives of the subject as formative aspects from experiments. Thus, the problem is: How my experiences/experienced while a student in the first years of school and Teaching intern in Stage I build an idea on affectivity in teacher-student relationships in early childhood education? To this end, the general objective is to understand my conceptions of affectivity in teacher-student relationships in early childhood education, from the stories of my first years of school life and the stage I. The specific objectives are: Narrate my the early years of school life and the Stage I showing the conceptions of affectivity in teacher-student relationships in early childhood education; Describe my conceptions of affectivity in teacher-student relationships in early childhood education. I can say that my conceptions of affectivity in teacher-student relationships were changing throughout life, a (de) construction of a romanticized and homely idea for an idea and systematized and scientific, and therefore more human and vibrant. Thus, the relationships established from affection allow more integrated training of several human dimensions.