Muito além das quatro paredes: a escola como lugar de afetividade e pertencimento em sua espacialidade

Abstract

This study investigates the importance of affectivity in the relationship between children and the school environment in early childhood education. The research is based on the theories of Henri Wallon, who positions affectivity as a central axis of human development, and on the concepts of “Topofilia” by Yi-Fu Tuan, which discuss the transformation of abstract space into a place of belonging. The central objective was to analyze how students perceive and give meaning to the different environments of the school, using experiential mapping as a tool for expression. The methodology adopted was qualitative and descriptive, configuring itself as action research. Discussion circles were held, guided by the ethics of listening and the active participation of the subjects. As a data collection instrument, drawings mediated by a color code were used, indicating their relationship with the spaces. The results demonstrate that the school studied has a highly welcoming environment, evidenced by the students' difficulty in identifying isolated areas. It is concluded that valuing children's narratives and organizing emotionally safe spaces are fundamental strategies for promoting well-being and preventing conflicts in the school context.