AFFECTIVITY AND INCLUSION IN THE EARLY YEARS OF ELEMENTARY EDUCATION: CHALLENGES AND POSSIBILITIES FOR TEACHING PRACTICE

Abstract

 This article analyzes the relationship between affectivity and inclusion in the early years of elementary education, discussing the challenges and possibilities present in teaching practice within educational contexts marked by diversity. It is based on the understanding that school inclusion goes beyond guaranteeing access to school, requiring pedagogical relationships grounded in welcoming, recognition of individual differences, and the effective participation of students. Developed through bibliographic research with a qualitative approach, the study highlights that affectivity constitutes an inseparable dimension of teaching and learning processes, directly influencing students’ cognitive, emotional, and social development. The analyses demonstrate that authoritarian pedagogical practices, associated with the absence of sensitive listening and relational distancing, tend to intensify processes of school exclusion. In contrast, positive affective bonds favor belonging, autonomy, and meaningful learning. The study also discusses institutional limitations related to teacher education, working conditions, and insufficient pedagogical support. It is concluded that the effectiveness of inclusion depends on the construction of democratic, humanized school environments committed to the integral development of students.