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This research addresses issues related to teacher-student interaction and teacher mediation in the classroom in higher education courses, taking into account the affective relationship in this teaching-learning process. Its theoretical basis is socio-historical psychology, through authors such as: Vygotsky (1991, 2007), Wallon (2007), and Ausubel (1982). The objective of this dissertation was to verify the representation of affectivity of higher education teachers. The research was carried out at a private higher education institution (HEI) in the West Zone of São Paulo. It included the participation of ten higher education teachers and ten students (of both sexes), regularly enrolled in the higher education course in Administration, who were in their eighth semester. Content analysis was used to analyse the data. It was concluded that both teachers and students understand affectivity as essential, considering that the construction of knowledge is not limited to the transmission of knowledge, but rather learning that goes beyond college, transcends academic careers, and contributes to life.