This research has as its theme Pedagogical Practice and Affectivity in Early Childhood Education in EMEI Criança Feliz of the municipality of Gurupá/PA, which has as general objective to understand how teachers of Early Childhood Education develop affectivity in their pedagogical practices in EMEI Criança Feliz. Specific objectives: To investigate the affective methodological strategies that enable the process of educational practice between teacher and student at EMEI Criança Feliz; Understand how affectivity contributes to the teaching-learning process in early childhood education classes; To show the relevance of affectivity as an indispensable resource for the implementation of the teaching-learning process in early childhood education; Identify at what times the application of affectivity is necessary in early childhood education. The methodology consisted of a case study, using as an instrument for direct data collection, the field research, with application of questionnaires, composed of open and semi-open questions, applied to seven teachers working in classes of early childhood education (daycare and preschool). The study consists of a broad bibliographic reference on the theme affectivity, considering the reflections of scholars such as Paganni (2021), Gratriot-Alfandéry (2010), among others. The results reveal that the teachers understand the relevance of working affectivity in the teaching-learning process, stating that they often use them in their pedagogical practices. That without affection they wouldn't be able to do a good job.
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