Writing the experience allows you to reorganize your ideas and helps you reflect. Affective development occurs in parallel with cognitive development, so affection with colleagues, teachers and content is important for cognition in the classroom. Therefore, the present work aims to report the experience of using the affective diary as an assessment tool in physical education classes. In the year 2023, at the Federal Institute of Education of Maranhão, Presidente Dutra campus, in the 2nd year class of the technical course in the environment integrated into high school, it was proposed that the students write an emotional diary. The class is made up of 34 students, of which 67.7% (n=23) presented their emotional diary at the end of the school year. The purpose was to record and self-evaluate experiences in each class and/or content proposed in physical education classes. The contents covered were: games workshops (electronic, indigenous, motor, cognitive and sensory), dance (collective construction of choreography, June festivals) gymnastics (elements, types, presentations) and sporting events. In addition to recording, students were asked to report their emotions during each practice. The affective diary allows you to create possibilities for building knowledge collectively and can strengthen interpersonal relationships in the school environment. In this way, it was possible to observe, with the production of affective diaries, positive reports regarding the scope of knowledge and strengthening of bonds. Furthermore, there was a learning gain in situations such as defeats in games, lack of structure, equipment and problem solving. The affective diary contributes to critical education, sharing knowledge and reflecting the autonomy of teaching-learning. Thus, the experience with using the affective diary as an assessment tool in physical education classes was satisfactory and it is expected that this work will contribute to new experiences or related studies.