Affection, teaching and learning: influences and interdependencies

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

Abstract

The research project for scientific 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 qualitative research carried out through documentary analysis. The documents analyzed 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 previous research, which generated a large amount of empirical material -300 drawings. This research project will conduct an analysis of 100 drawings. Through the construction of categories, the material will be analyzed according to the student's 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 the studies on the affectivity, and the processes of teaching and learning, seeking to contribute to the reflections in the field of teacher 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. (AU)