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Classroom Teaching

lia Dantas Saints Marilene Julia Dos Santos Vanessa Dos Santos Pedagogas formed in the So Lus College of France.); (mari_se@;) Work elaborated under the orientation of the Prof. Msc. Andra Hermnia de Aguiar Oliveira INTRODUCTION the present article has as intention to investigate the interference of the affective relations in the environment of the classroom, of that it forms the values are transmitted in these relations and the learning that they make possible in this universe. The way as the parents treats its children reflects in the affectivity in classroom, therefore of the position of the family the first social paper results consequentemente that the child plays, and, its style of life. A healthful affective relation, in educative environments, provides a climate more favorable to the learning, thus contributing, so that the exchange of values is a natural fact in this process. Therefore, it was intended to study the affectivity as value in classroom, verifying of that way the relation professor-pupil can help in the infantile development, as well as its influence in the education process – learning.

1 THEORETICAL RECITAL According to Piletti (2004), on our society, the relations are based on the obedience for the authoritarianism, thus he has been in the family and the field politician. On the basis of Puebla (1997, P. 20). ' ' We live a crucial historical moment, where still we can collaborate for the creativity, the responsible participation and the cooperation in the construction of a harmonious community, based in Love, energy of growth and transformation, respect, truth, straightness and justia.' ' In the current days, many people conceive the process of teach-learning of static form: of a side, the professor teaches, transmits information; of another side the pupil, listening, is strengthenn to learn e, in the possible measure do, remains obedient and passive (PILETTI, 2004).

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