Abstract: The way the teacher positions himself in the teacher-student relationship influences his cognitive development, so it is necessary to definitely insert affectivity as an integrating element of the teaching and learning process, in order to contribute decisively to the success of the process as a consequence. of improving relationships in the classroom. In this way, the present research aims to analyze the affectivity in the relationship between teacher and student in the first year of high school, highlighting its main impacts on learning, as well as listing the most relevant challenges faced and describing actions for effective interventions. Based on a fiel study at EREM Teresa Torres, a state public school in Itapetim-PE, which offers full-
time education to students through the state government’s strategy, through the Integral Education Program. Qualitative and interpretive research methods were used both in data collection and analysis. The data collection instruments consisted
of questionnaires, which, as a result of the COVID-19 pandemic, were promoted online. We also made use of some quantitative data, mostly in charts and graphs, in order to illustrate the answers and analyze the most relevant impacts of affectivity
towards the target audience to the research questions. Therefore, it appears that there is a strong relationship of interdependence between affectivity and learning and, therefore, with the beneficial consequences of this intrinsic relationship. Through
research with students of the 1st E.M. and participating teachers, we demonstrate that affectivity becomes an inseparable component in the relationship of the learner with the strategy studied, impacting in a reciprocal way, in a two-way street, that is, both students and teachers. In this way, we confirmed that affectivity, which in general can be expressed in pleasant or unpleasant tones, guided the students’ reaction. The results of this investigation allow us to (re)affirm the intrinsic relationship between affectivity and learning at school and in the teaching and learning processes, especially for students who are entering their 1st year of high school, thus being a new reality adaptation period, both for being a new school institution and for being full-time.

Keywords: Pedagogical practice. Interaction. Adaptation. Education.