This paper focuses on affectivity in the teaching relationship. Affectivity is considered to be an important issue in point for the learning at school, at least this is what is suggested by an analysis of scientific and government documents. In spite of this, it is clear that the affectivity dimension seems to be overlooked, both in the teaching practices of teachers in Elementary Schools and in the curricula of graduate courses in universities. With the aim of obtaining an explanation for this problem, we have analyzed some aspects of the characteristics of teachers working in Brazil, the lack of a connection between the cognitive, emotional and affective aspects, and the paucity of studies relating to affectivity in the educative relationship. In conclusion, we have shown that the opinion formers should discuss the possibility of a striking a balance between the affective and cognitive dimensions inside the curriculum of graduate courses provided by teachers.
Classroom environment; Affective education; Teacher student relationship