AFFECTION, PLAYFULNESS, AND TEACHER EDUCATION: HUMAN FACTORS IN SCHOOL LEARNING

Abstract

This article investigates how human and pedagogical factors, especially affection, playfulness and teacher training, influence the teaching and learning process. With a qualitative approach, the research combined a bibliographic review with a practical experience carried out with a 6th grade class of Elementary School. The playful activities applied, such as games, music and oral dynamics, revealed positive impacts on the engagement and motivation of students: 25 reported having learned new content, 22 had fun in class and 21 felt more motivated to participate. The data reinforce that sensitive, interactive and affective pedagogical practices favor a more welcoming, stimulating school environment that is conducive to the integral development of students, respecting their emotions, times and learning styles.