Relação professor-aluno: afetividade um caminho para aprendizagem

Abstract

ABSTRACT This work, developed as the concluding step of the distance learning degree in Pedagogy at Faculdade de Educação of Universidade Federal de Uberlândia – UFU, aims at presenting studies on affection in the relation teacher-student. These studies were carried out through research of pedagogical practices based on the influence and connection of emotional relations in the development of the teaching and learning process in the first years of primary school, more specifically through bibliographical surveys, considering empathy and support as basic forms of affection in the social interactions between the protagonists in development. Thus, there arises a need for more careful clarification and definition of the emotional aspects which are preponderant in the course of the schooling process of the first years of primary school, taking into account feelings, emotions, affinities, and prejudices that make up the different relationships that occur in the life of a learning-subject from a very young age. For the theoretical bases, especial focus was given to the works of Fernandez, Freire, Vygotsky, Wallon, among others, who point to the importance of affection in the development of the teaching-learning process and to the teacher as the driving-actor of this movement, mindful of the affection dynamics shared in class. We came to the conclusion that, in the interaction between teacher and student, there is a sharing of knowledge in different contexts, be they social or cultural, and that affection and empathy forge a bond between these agents, creating an environment that encourages learning. Key-words: teacher-student relations; self-esteem; affection; lear