O Afeto no desenvolvimento intelectual de alunos com déficit cognitivo

Abstract

The proposal of this work is to understand on the affection in the intellectual development of the children with cognitive deficit. Having as source of research and inquiry the family, professor and pupil. So that if he can understand the nip of these relations becomes necessary a priori to appraise Affection. In this source the family becomes necessary to carry through a study considering which the pupil belongs I tie and affective constructed it between family/pupil/professor. To identify as if of the o process of familiar and pertaining to school interaction for cognitive the affective development of the student with stories of inclusive experiences. Two stories of inclusive experiences will be presented where the professors had above used in its pedagogical action the mentioned aspects that they had guaranteed the good performance of its pupils in diverse levels. In such a way, it can be affirmed I stimulate that it to the development of the affectivity inhabits doubtlessly also in the school, that, beyond its function of transmission/production of the knowledge, is also the great educator. Ahead of this context it is indispensable to understand the factors that are added to the affective plan of these pupils. For in such a way, the present work will tematizará the relation family, professor and pupil; Family and the affective development of the child; The Communication through the Gestures - Story of experience; You practice Pedagogical affective and the Motivation - experience story; The development of Intelligence and the Affectivity; The Paper of the Professor in the Development Emotional of the Child. Front to this new inclusive, social and educational paradigm, the educator today, must understand that its paper goes beyond this simple transmission of knowledge, for that it has well little time was specific task of psychologists and doctors specialized in the area to understand the behavior and thought of children with cognitive deficit. Basic È to recognize that for the learning to develop itself significantly in classroom it is necessary that the professor knows to deal with its emotions and the emotions of its pupils. It depends on the professor to the same create a reliable environment, acceptance, inclusion and of learning, being favorable to the income of education. The affective-emotional identification with the professor is an important process in such a way for the development of the personality of the child how much for the process of its identity.