A dimensão afetiva e a docência: investigando possíveis relações com a prática de professores em exercício

Abstract

Teaching is an activity that goes beyond the transmission of content. It is shaped by histories, emotions, and affective dimensions that directly influence pedagogical practice. However, although the affective dimension is inherent to the profession, it is still insufficiently explored in discussions, teacher education, and teaching practice. Based on this issue, this research aimed to understand the relationships established by teachers with the affective dimension and how these relationships influence (or not) their teaching practices. Grounded in the contributions of Henri Wallon, António Damásio, Daniel Goleman, and Marshall Rosenberg, the study adopted a qualitative approach and was organized in two stages: the first involved the application of a questionnaire to teachers from a public state school in Minas Gerais, focusing on the recognition and management of emotions in teaching; the second stage consisted of the implementation and evaluation of the course “Affectivity and Emotional Intelligence in Teaching Practice,” developed as the educational product associated with this research and also carried out in the same school. The questionnaire results indicated that teachers recognize the constant presence of emotions in the school context, both positive and negative, regardless of their years of professional experience. However, the findings also revealed that the topic of affectivity has rarely been addressed in a structured way during their initial or continuing education. It was observed that, although professional experience contributes to greater emotional self-regulation throughout the career, there is still a need for formative spaces that promote systematic reflection on the emotional dimension of teaching. After the implementation of the course, the evaluation indicated wide acceptance of the methodological proposal and recognition of its relevance to the school context. Participants highlighted the importance of topics such as emotional intelligence, empathy, nonviolent communication, and emotional self-regulation, reporting increased awareness regarding their own communication, listening, and responses to challenging situations. Although the limited time for deeper exploration of some topics was mentioned as a limitation, the data suggest that the course fostered initial shifts in thinking and reflection on emotions in teaching practice. While the study does not claim definitive transformations, it highlights the relevance of educational proposals that integrate affectivity and teaching practice, recognizing teaching as a relational activity permeated by emotions.