Impacto da afectividade no rendimento escolar dos alunos da 4ª classe do complexo escolar nº 1M 16 de Junho, no Município de Moçâmedes - Província do Namibe

Abstract

Affectivity as an integral part of the knowledge construction process, denoting another look at pedagogical practice, not restricting the teaching-learning process only to the cognitive dimension. Based on this observation, a research was carried out under the theme: Impact of affectivity on school performance of students in the 4th grade of the school complex nº 1M of 16 de Junho, in the Municipality of Moçâmedes, Province of Namibe. Having been raised as a research problem, what is the impact of affectivity on school performance? Its general objective is: to describe the impact of affectivity on school performance. School Complex nº 1M of 16 June, in the Municipality of Moçâmedes, Province of Namibe, the field of action falls within the scope of Pedagogical Psychology, specifically in School Complex nº 1 of 16 June, in the Municipality of Moçâmedes, Province of Namibe and had a sample of (04) teachers and (90) students of the 4th grade of the school complex nº 1M 16 of June, in the Municipality of Moçâmedes, Province of Namibe in the procedure of census-type sampling for teachers and students. Research tasks were carried out to theoretically support the approaches on affectivity in school performance, to characterize affectivity in students' school performance, to diagnose the impact of affectivity on school performance of students in the 4th Class of the School Complex nº 1M of 16 June, in the Municipality of Moçâmedes, Province of Namibe. Throughout the investigation, theoretical level methods were used, such as: historical-logical and analysis and synthesis, at an empirical level, the questionnaire survey and the Statistical method were used. The main results revealed that the impact of affectivity on school performance in the School Complex nº 1M of 16 de Junho, in the Municipality of Moçâmedes, Namibe Province, consists of raising their self-esteem, increasing motivation for studies, facilitating good relationship with others and improve learning for both teachers and students.”