A relação professor-aluno e o rendimento escolar de estudantes do segundo ano do Ensino Médio de escola pública de Uberlândia

Abstract

The present work consisted in investigating the existence of a connection between the teacher-student relationship and the students' school performance in a public school in the city of Uberlândia, in 2019. In three classes of the second year of high school, we verified the opinions students about their relationship with teachers and how teachers behave in the classroom. To collect the research data, a questionnaire was designed for students, based on the contemplation of the aspects of good teacher and student relationship presented by Morales (2001). Students' bimonthly grades were also analyzed to compare questionnaire responses and student grades. The results of this analysis indicated that although there was no full correspondence between the scores given by students to the best-performing teachers and the highest-rated classes, the fact that the students' worst grades were attributed to the worst-performing students. Teachers demonstrate that a good relationship interferes both positively and negatively with student achievement. The survey also pointed out that lower student grades are directly linked to the subjects for which students have shown lower interest. Finally, we conclude that the teacher should seek to maintain a positive relationship with students, so that they may have higher grades, which may reflect the construction of knowledge by students, although it is known that this relationship between grades and meaningful learning is not a rule.