Affective Environments in Teaching and Learning Processes

Abstract

This study analyzes the role of affective environments in the teaching and learning process at the Orlando Velásquez Arango Educational Institution (Venecia, Antioquia, Colombia). Using a qualitative approach and a hermeneutic phenomenological design, the emotional experiences of 23 students and five teachers were explored through in-depth interviews, complemented by a questionnaire administered to two administrators and participant observations conducted over three months. The study adhered to ethical principles and ensured informed consent. The findings demonstrate that interpersonal relationships, the family-school bond, and teachers' affective support significantly influence the school climate. Furthermore, they highlight the importance of empathy, coexistence, and emotional care in continuous education. Data triangulation enabled the construction of premises that describe the phenomenon within its context. The study concludes that teaching practice requires more affective, inclusive educational models centered on emotional well-being that recognize the school as a space for human development.