Afetos, vínculos e docência: experiências na educação infantil

Abstract

Upon analyzing the studies of Henri Wallon, Lev Vygotsky, and Jean Piaget, the importance of affectivity in child development, as well as in the teaching-learning process and in the relationships that permeate the educational environment, especially between student and teacher, becomes clear. This study sought to relate the perspectives of these authors regarding affectivity with singular and intense experiences that are part of teaching work, with the concepts of John Bowlby and Mary Dinsmore Salter Ainsworth on attachment theories and types, and how these impact the relationships between teacher and student, especially in Early Childhood Education. To this end, this research brings not only the author's experiences but also those of other teachers who were interviewed and invited to share their experiences with intense attachments and the challenges these moments brought to their careers as education professionals. The objective of this study was to understand how teachers comprehend theories dealing with child development, affective bonds in the classroom with children who exhibit singular forms of behavior, seeking convergences and divergences among teachers who experienced the singularities of affective ties in Early Childhood Education, how they faced the situation, where and if they found support, and how teacher training provided (or did not provide) tools capable of assisting them in these cases. The study also sought to find answers for strategies that could assist other teachers on how to deal with intense attachments and their various facets, but, along the way, it was possible to perceive that there is no “magic formula,” but rather changes that must begin with teacher training, so that affectivity and its attachments are better explored within training institutions.