A afetividade e o processo de aprendizagem na educação infantil: a importância da participação familiar

Abstract

This undergraduate thesis investigates the importance of affectivity in the learning process in Early Childhood Education, with an emphasis on family participation as a fundamental element in the holistic development of the child. The research, with a qualitative approach and bibliographic nature, was developed as a theoretical essay aiming to understand how affective bonds established among educators, children, and families contribute to building a welcoming, safe, and conducive environment for meaningful learning. The results indicate that affectivity is not merely a complementary emotional dimension, but rather an essential pedagogical foundation that integrates care and education. It is further evidenced that the active involvement of families supports children’s cognitive, emotional, and social development, especially when there is dialogue, active listening, and shared responsibility among the actors involved. However, some challenges were identified, such as teacher overload, the lack of clear institutional policies, and the asymmetrical view of responsibilities between school and family. It is concluded that sensitive and collaborative pedagogical practices, grounded in affectivity and partnership with families, are crucial for a more humanized education. By recognizing the child as a whole and valuing their emotional bonds and family experiences, the school strengthens its social and ethical role in forming autonomous and critical individuals. This study reinforces the need to build bridges between school and family knowledge, promoting a more holistic, sensitive, and committed education focused on child well-being.