Habilidades sociais e afetividade no contexto escolar: Perspectivas envolvendo professores e ensino-aprendizagem

The period in school is implicated in the empowerment of affective, cognitive and social abilities of the student. The school is a helper for the family in the socialization of the child and the teacher is the model and mediator in social experiences. The teacher’s interactions with the student are mediated by affective beliefs that influence academic performance and cognitive and emotional developments of the student (Del Prette, Paiva & Del Prette, 2005). This research aims to identify the social skills of teachers and their conceptions about the significance of affectivity in learning. Another goal of this research is to verify whether there is a relation between behavioral repertories presented and the implicit conceptions about affectivity in learning. Seventy teachers who worked between elementary school and high school levels participated in this research. The IHS - Del Prette (2001) has been applied to the teachers and also a questionnaire with four open questions related to an affective teacher-student learning interaction. The main results obtained are that the teachers have a rich social abilities repertoire and that they attribute significant importance to affectivity in the learning process, even though these variables are not related to each other