A relação afetiva no contexto educacional: uma abordagem sobre a educação inclusiva

Abstract

This study presents the results of a study about Inclusion and affectivity in the school context. The objective is to make an analysis about the affective relationship in the educational context, in order to understand how this influences the advancement of inclusive education. The discussion of the theme runs through the trajectory of inclusive education in Brazil. With a qualitative approach the study follows the concepts of the literature contained mainly in Piaget (1992). Freire (1996) and Montoan (2016). The results were obtained through bibliographic studies and found that affectivity has a facilitating role in teaching and inclusion, making it an indispensable factor for the development of education in a truly inclusive way. Thus, it is possible to consider that affectivity can be a relevant tool in the teaching-learning process and inclusion, as it is a positive element in the student's development, thus contributing to inclusion in the school context.