A AFETIVIDADE NAS RELAÇÕES ENTRE PROFESSORAS E COORDENADORA EM UM CENTRO DE EDUCAÇÃO INFANTIL DA CIDADE DE SÃO PAULO

Abstract

This paper is the result of our master's thesis. The questions that guided the study were: How do Early Childhood Education teachers notice affectivity? How does affectivity occur in everyday relationship between teachers and the coordinator at a Child Education Center? The objective of this paper was to map how affectivity, in the relationship between teachers and the coordinator, occurs in a public CEC, in São Paulo city. The research subjects were five teachers and one coordinator. The methodology used in this study involved a qualitative approach. Data-collection instruments consisted of observation in the CEC premises and semi-structured interviews with the teachers and the coordinator. The results show that affectivity, in the studied CEC, is little recognized in the relationships between the teachers and the coordinator, a fact that has implications for the development of the joint work of the school unit. According to the interviewed teachers, the pedagogical coordination is a support for all the work developed at the CEC and, therefore, they emphasize the importance of the professional who assumes this role.