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.
