The study has as its central theme the discussion about the role of affectivity in the teaching
and learning process based on teaching practice. I assume the theoretical and methodological
principles of narrative research, understanding that narrative is the best way to understand and
study the real-life environment through experience reports. Investigating how teachers use
affectivity in their teaching practice constitutes the general objective and, specifically,
identifying aspects of affectivity assumed and present in the interaction between teacher and
student in the pedagogical relationship, in addition to systematizing the repercussions of
aspects of affectivity in students' learning. Three teachers who work in Early Childhood
Education in a private institution in the city of Castanhal-PA participated in the research. The
interviews were carried out with the purpose of identifying the relevance of affectivity in the
teaching-learning process for the teachers and how affective relationships were used in
teaching practice. Thus, through this research, the importance of affection within the
classroom environment and, more precisely, in the relationship between teacher and student
was verified, since affectivity and cognition are not dissociated. Therefore, the affects
permeated in this interpersonal relationship can generate decisive impacts on the teaching and
learning process.
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