A relação afetiva na atuação ética e humanizada do(a) pedagogo(a)

Abstract

This research analyzes affectivity as an ethical dimension of pedagogical practice, understanding it as an essential component of ethical and humanized educational practice. It is based on the premise that affectivity is not limited to interpersonal relationships but is an integral part of the teaching-learning process, influencing human development, knowledge construction, and the promotion of ethical, inclusive, and humanized pedagogical practices. The study aims to understand the role of affectivity in pedagogical practice by examining its relationship with teacher education, educational processes, and the construction of teachers' professional identity. Methodologically, this is a qualitative, exploratory study based on bibliographic research and grounded in a reflective and dialogical perspective. It also incorporates reflective accounts by drawing on the researcher's academic experiences, records produced during supervised internships, and notes taken throughout initial teacher education. The theoretical framework is primarily based on the contributions of Henri Wallon, Humberto Maturana, Paulo Freire, Rubem Alves, and other authors who discuss the inseparability of affectivity, cognition, ethics, and education. The findings indicate that affectivity constitutes an essential dimension of pedagogical practice, contributing to the establishment of meaningful relationships, cognitive development, student engagement, and the holistic development of learners. The study concludes that recognizing affectivity as an ethical dimension of pedagogical work contributes to the development of more humane, critical, and inclusive educational practices committed to learners' emancipation.