Affectiveness and Experience in Early Childhood Education Post-Covid-19 Pandemic

Abstract

In the present world situation, a pandemic of diseases caused by the coronavirus (COVID-19) has been experienced, causing an unprecedented international crisis in all spheres of society, especially in the health field. Many lives were taken in all parts of the world, causing panic and behavioral changes in individuals. Among the protective measures against the spread of the coronavirus, the requirement of preventive and mandatory social isolation and distancing culminated with the suspension of classes at all levels of education. In this scenario, the importance of affectivity and the experiences between students and educators was greatly evidenced. The interest in the theme "Affectivity and experiences in early childhood education in times of the covid-19 pandemic" stems from the experience of this researcher as a teacher in the city of Teresina. The contact with the diverse personalities of teachers and students, the difficulties of "affecting at a distance" and the new challenges faced by students and teachers in the pandemic context, have made me anxious to find answers to the dilemmas of the new school routine. I intend to test the hypothesis that affection interferes directly in the learning process of children. The research is justified by the need to understand the panorama of the relationships between teachers and students focused on affectivity and on the experiences of each individual. It is believed that this research will bring epistemological contributions as to the understanding of aspects that are still little known or approached in this area of study, such as the notions of affectivity and dissemination of the Vygotskyian term "perejivânie" in the current educational context.