AFFECTIVITY AND EMOTIONAL RELATIONSHIPS IN LEARNING: PATHS TO AN INCLUSIVE AND HUMANIZED SCHOOL

Abstract

This article analyzes the importance of affectivity and emotional relationships in the teaching and learning process, highlighting their essential role in building an inclusive and humanized school. The research, with a qualitative and reflective approach, integrates a theoretical review and a teaching experience report developed in a public rural school with a student with special educational needs. Based on classical and contemporary authors such as Vygotsky, Wallon, Freire, Rogers, and Goleman, it discusses how empathy, bonding, and active listening can transform the school environment into a space of acceptance and respect for diversity. The results show that affectivity is a fundamental pedagogical tool for students’ holistic development and for promoting inclusion and humanization in the educational context.