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Assuming that the educational relationship and learning are intertwined with affectivity, this research sought to understand the representations that Physical Education students produce about affectivity in the teacher/student relationship and the implications for professional learning and the construction of the teaching identity. The theoretical contributions are based on Santos and Palma (2017), Mota (2017), Luz, Ramos and Ribeiro (2020), Matos, Nista-Piccolo and Borges (2016), among others. For data production, semi-structured interviews were applied and for analysis, Discursive Textual Analysis (DTA) was used. Considering the training of physical education teachers and the affectivity in the construction of identity and professional, it was evidenced that the treatment of the affective dimension reverberates in the identification of students with their teachers with regard to the professionalism and commitment that these teachers demonstrate in the performance of the profession, recognizing affectivity as a driving force in the construction of knowledge and teaching practices. [ABSTRACT FROM AUTHOR]

The article analyzes a training experience held in a public university in Bahia, pointing out some pedagogical contributions of this training in the practice of the participating teachers. The research group was composed of 06 professors from that university who participated in the pedagogical training and the teacher trainer. The data collection and production procedure adopted was the semi-structured individual interview and the chosen analysis method, the Thematic Analysis of Bardin (1977), having as theoretical categories: teacher identity, professionalization and pedagogical training models. Taking as a reference the descriptive qualitative approach and based on the findings of the research, we conclude that: the formation was constituted as a forum of reflection, a dialogical space that enabled to the university professor the amplification of his capacity to see, to feel, to think, to plan, act and evaluate their pedagogical action, given the access afforded to a new epistemic and methodological paradigm, based on the dialogicity, criticality, contextuality and protagonism of the subjects involved in the educational process. The actions developed in the formative experience generated significant changes in the use of innovative teaching strategies, in the process of learning and evaluation and in the epistemological conception of the participants, which denotes the relevance of pedagogical training for university teaching, as well as the urgent need for institutional policies of continuing education for teachers working in higher education. [ABSTRACT FROM AUTHOR]