“Laços de afetos”: cartografias do cuidar e educar em diário de bordo

Abstract

This study aims to understand the relevance of affect and affectivity within the context of early childhood education, reflecting on how these dimensions permeate the relationships between teachers and infants and play a role in the processes of subjective formation and learning. The research was conducted within the Graduate Program in Education (master’s level) at the State University of Western Paraná (UNIOESTE), Francisco Beltrão Campus, under the "Society, Knowledge, and Education" research line. The choice of the topic—affectivity in the relationships between teachers and infants in early childhood education—emerged from the researcher's personal and professional experiences in the field of psychology. These experiences were inspired by the works of Baruch Spinoza (2007) regarding the power of affects; Deleuze and Guattari (1995) and Rolnik (2018) regarding subjectivation processes as rhizomatic movements; and grounded in Emmi Pikler’s (2011) educational approach to healthy development, which emphasizes free movement, autonomy, and affective bonds as central pillars. These experiences fostered a more attentive perspective on the relationships and affects involved, reinforcing their importance within the educational environment. The research is guided by the following question: how do the interpersonal relationships formed in the early childhood education environment—particularly those based on affectivity, a welcoming atmosphere, and respect for individuality—contribute to the processes of teaching and learning, development, and the subjective formation of both infants and teachers? In light of this, the study seeks to understand how nursery teachers perceive and experience affectivity during daily interactions with infants; to analyze pedagogical practices that foster the creation of affective bonds and welcoming environments within the nursery routine; and to observe how gestures, touch, gazes, and emotional expressions manifest and mediate the relationships between adults and infants at the institution under study. Methodologically, we adopted a qualitative case study approach, combining a literature review with empirical data collection. The research setting was an infant classroom at a Municipal Early Childhood Education Center (CMEI), selected due to its location between the city center and outlying neighborhoods—a position that allows for engagement with diverse socioeconomic realities, lifestyles, and family structures. Through this methodology, we aim to understand the effects and potential of affectivity within educational relationships and the subjective experiences of both infants and teachers. This study seeks to raise awareness among professionals and educational institutions regarding the importance of affective encounters in the school environment, recognizing them as fundamental elements of the early childhood educational experience. By highlighting the influence of affect and affectivity on human development and pedagogical relationships, the study aims to foster educational practices that are more welcoming, sensitive, and attentive to the unique characteristics of the individuals involved.