Abstract
The questions that guided the study were: How do Early Childhood Education teachers notice affectivity? How does affectivity occur in everyday relationship between teachers and the coordinatorat a Child Education Center? The objectiveof this paperwas to map how affectivity, in the relationship between teachers and the coordinator, occurs in a public CEC, in São Paulocity. The research subjects were five teachers and one coordinator. The methodology used in this study involved a qualitative approach. Data-collection instruments consistedof observation in the CEC premises and semi-structured interviews with the teachers and thecoordinator. The results show that affectivity, in the studied CEC, is little recognized in the relationships between the teachers and the coordinator, a fact that has implications for the development of the joint work of the school unit. According to the interviewed teachers, the pedagogical coordination isa support for all the work developed at the CEC and, therefore, they emphasize the importance of the professional who assumes this role.
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