TEACHING WITH THE PEDAGOGY OF AFFECTIVITY IN THE EARLY YEARS

Abstract

Affectivity has been widely recognized as an essential element in the teaching-learning process, especially in the early grades of basic education, a stage characterized by intense processes of cognitive, emotional, and social development. This study aims to analyze the importance of affectivity as a pedagogical practice, based on a literature review grounded in classic and contemporary theoretical contributions from Psychology and Education, such as Wallon, Vygotsky, Piaget, and Freire. This is a qualitative, bibliographical research, developed through the analysis of books, scientific articles, and academic productions related to the theme. The results indicate that the affective dimension plays a structuring role in child development, directly influencing motivation, learning, socialization, self-esteem, and the construction of autonomy in students. It is concluded that the intentional incorporation of affectivity in pedagogical practices constitutes an indispensable mediating element for the promotion of a comprehensive, humanizing, inclusive education committed to meaningful learning.