ABSTRACT This scientific article deals with affectivity and its implication in cognitive development processes. Its scientific relevance lies in the fact that it contributes to the academic world by expanding scientific knowledge about human nature and its relationship with knowledge. Its social relevance lies in presenting to the general public ways of dealing with ways of being and living and how this can help in learning. This is a bibliographical, analytical, descriptive research, using the analytical-synthetic as an investigative method of interpretation. The dialectical approach was used as a general method of science, which integrates the quantitative and qualitative aspects, presenting the relationship between the internal and external aspects of the object, its causes and consequences. The overall objective is to discuss a didactic-pedagogical intervention proposal that fosters the creation of affective bonds between teachers and students, with a view to expanding the students' cognitive potential. Affectivity is a striking element in the conditioning and formation of the cognitive capacity of students, especially those who are in the adolescent development phase, because it is a moment in their lives that needs recognition and support from those who are caring for them of their preparation for the life that lies ahead of them and for which they do not feel secure enough.