Afetividade e ensino de Ciências: o papel dos vínculos na formação e na aprendizagem de licenciandos

Abstract

Affectivity in the school environment was for many years considered a secondary aspect of the educational process, associated solely with the emotional dimension, as if it were dissociated from the construction of scientific knowledge. Studies show that affectivity is a highly relevant element for meaningful learning and the integral development of students, as proposed by the Brazilian National Common Curricular Base (BNCC). In the context of Science education, this dimension becomes even more significant, since the bond between teacher and student directly influences engagement and scientific curiosity. This is because the production of scientific knowledge tends to be distant from the general population, generating a certain depersonalization—that is, a distancing between students and the subjects who produce science. The objective of this study was to analyze the perceptions of pre-service Biological Sciences teachers regarding affectivity in the teaching and learning process, as well as to understand the extent to which this dimension impacts the construction of scientific knowledge. A qualitative-quantitative study was conducted using an online questionnaire administered via Google Forms, consisting of twelve questions—seven closed-ended questions based on a Likert scale and five open-ended questions—applied to undergraduate students in the Biological Sciences Teacher Education program at the Federal University of São Carlos (UFSCar). The responses were analyzed through Discursive Textual Analysis (DTA), complemented by descriptive quantitative analysis of the closed-ended questions. The results indicated that pre-service teachers recognize the relevance of affectivity in Science education, highlighting its role in fostering interest and scientific curiosity, creating meaningful bonds, and humanizing pedagogical practices. Difficulties in balancing affectivity and authority also emerged in the responses, especially in light of teacher devaluation and work overload, as well as the constant pressure for performance and high achievement imposed by the current educational system. It is therefore concluded that affectivity should be understood as an ethical, intentional, and political practice that goes beyond the emotional sphere and is established as a structuring element of the educational process, contributing to a more humane, critical, and reflective approach to Science education.