Análise da percepção dos professores sobre a relação professor - aluno e o seu contributo no processo de ensino- aprendizagem

Abstract

The teacher-student relationship can be a strong contributor to meaningful learning or an obstacle in this teaching-learning process. The way the teacher relates to his students in the classroom can help bring the student closer to the construction of knowledge or create barriers in relation to this same construction. In this sense, this study aims to analyze teachers' perception of the teacher-student relationship and their contribution to the teaching and learning process. The study is of a qualitative-exploratory nature, where 10 primary school teachers from EPAL participated in the study. Data were collected based on semi-structured interviews, with data analysis carried out using the discourse analysis technique. From the data analyzed, it was found that teachers have a good perception of the teacher/student relationship, as informants have knowledge about the elements that facilitate the development of this relationship, such as friendship, empathy, approach, respect, security, dialogue, trust and selfhelp, as well as their contribution to the teaching and learning process. On the other hand, it was found during the research that some teachers continue to look at the teacher-student relationship in the traditional model, stating that to have a good relationship with students it is necessary to maintain rules and order, because as a teacher I am the transmitter of knowledge and the student is the receiver of knowledge, and that with the establishment of rules and order, they encourage respect for teachers and colleagues, as well as stimulating the teaching and learning process