CHILDREN’S AGENCY: AFFECTIVITY IN QUESTION

Abstract

This article discusses the intrinsic relationship between affectivity and children’s agency within the educational landscape, based on a theoretical literature review. It starts from the premise that affectivity, as a structural component of human interaction, is essential for the development of autonomy, self-esteem, and children's capacity for active participation. Authors such as Wallon, Vygotsky, Piaget, Freire, and Nóvoa serve as the theoretical framework to analyze how pedagogical practices that value affective bonds enable the exercise of agency in childhood. It is observed that when affectivity is intentionally integrated into teaching practices, it enhances listening, expression, and the collective construction of knowledge, fostering the recognition of the child as a subject of rights and an active agent in their formative process. This study provides a meaningful contribution to the current debate on democratic, dialogical, and humanized education, proposing a critical reflection on the challenges and possibilities of valuing affectivity as a path toward strengthening children's agency.