Aprendizagem significativa: relação entre afetividade e prática reflexiva docente.

This research investigates how affective and reflective practice interferes with the teacher construction process of meaningful learning environment. It took place in the educational units of the Province of Our Lady Aparecida in southern Brazil. Is research objectives is to verify the relationship between affective, reflective practice teaching and meaningful learning environment; identify what is the role of the teacher in the construction of meaningful learning environment and how it works with the challenges Current teaching; verify that contributes mode school building significant and creating more affective learning environments. This work was developed a qualitative and ethnographic approach through this I realized that the methodology abiente meaningful learning is configured as a learning lab that has the student as the subject of the educational process, comprising the experience of human, Christian, cultural values ​​and reflective practice educator it becomes mediator and motivator in building this environment. Through the research I noticed that the emotions and reflective practice teaching is a challenge for the meaningful learning in a process of education for life in a parcería between teachers and learners, educational community, family and society important social groups to the success of teaching and learning. The teacher assumes in this context, a motivating role-mediator, building and leading the pedagogical do so you can create a new culture in the living classroom for school the bridge for a new time, a time of hope. Where is this a vision of education more humanistic. These changes must occur in an atmosphere of pleasure and joy where the student feels free to dream, play, think, feel, argue and interact in development process. In this perspective I verified that the affective and reflective practice teaching are inextricably linked, they potentiate and give support to break and overcome fragmentation of knowledge, favors and intefieren in the process of teaching and meaningful learning, teaching and learning with regard to walk side by side -acompañar the process to create a climate of reciprocal dialogue and exchange, to build practices. The organization of thought influence the feeling, and the feeling also sets the Way of thinking. In that sense the interaction between affective and reflective teaching practice interfere and assume an important role in building the learning environment significant.

• Príomhchruthaitheoir: Salete Simadon, Silôé (author)
• Formáid: masterThesis
• Teanga: spa
• Foilsithe / Cruthaithe: 2010
• Ábhair: GESTIÓN EDUCACTIVA; ENSEÑANZA; APRENDIZAJE; AFECTIVIDAD
• Rochtain ar líne: http://dspace.ups.edu.ec/handle/123456789/10468