Paulo Freire, despite not directly mentioning the importance of emotion and affectivity for learning, reports in his works many teachings that contribute to an effective and affective teacher-student relationship. This article intends to present the results of a qualitative investigation that aims to investigate the representation of early childhood education teachers from a municipal school in the city of João Pinheiro (MG), regarding affectivity in the learning process in the light of the thinking of Paulo Freire. To this end, a survey generated in Google doc and sent by whatsapp was applied to nine teachers at a kindergarten school located in a neighborhood in the city of João Pinheiro (MG). The data collected in the field point to reports of an affective relationship between teachers and students as a daily practice and inserted in the teaching-learning process. It is also verified that the teachers not only know the theoretical perspective of authors such as Paulo Freire, Wallom and Piaget, but also apply them in their pedagogical practices and in the teacher-student relationship, demonstrating affective bonds, of respect and affection. It can be concluded that, directly associated with the feeling of emotion, affectivity can encompass and determine the way people feel the world and also how it manifests itself in their daily lives, especially in interpersonal relationships, so it is a sine qua non for the realization of an efficient learning in early childhood education.