AFFECTION,TEACHING AND LEARNING: INFLUENCES AND INTERDEPENDENCIES

• Grant number: 19/20586-6
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: January 01, 2020
• End date: December 31, 2020
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Elvira Cristina Martins Tassoni
• Grantee: Larissa Gabriela Alves
• Host Institution: Faculdade de Educação. Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil

Abstract

The research project forscientific initiation aims to analyze the feelings involved in the teaching and learning process that can be seized in drawings of Elementary School's students, from a municipal education network. With regard to the specific objectives, it is presented to identify:(i) the elements contained in the drawings; (ii)how students perceive the learning environment; (iii) who are represented as mediators of the learning process; (iv) what are the students perceptions about the relationship with their teacher. This is a qualitative research carried out through documentary analysis. The documents analysed are of a personal nature -drawings produced by students of 4th, 5th and 6th years of Elementary School, from the municipal public network of a city in the interior of the state of São Paulo.This material was produced in a previous research, which generated a large amount of empirical material -300 drawings. This research project will conduct the analysis of 100 drawings. Through the construction of categories, the material will be analyzed according to the students perceptions, recorded in the drawings.As far as the figure-bottom relationship is concerned, the elements represented will be organized to identify the context (background) and the main figure (s) (mediators involved).It is hoped to deepen thestudies on the affectivity, and the processes of teaching and learning, seeking to contribute to the reflections in the field ofteacher education and pedagogical practices, aiming to highlight the role of the teacher and the school in the relationship that students establish with the objects of knowledge.