Autoestima e relação professor-alunos: influências para a aprendizagem escolar.

Abstract

This present work has as theme: Self-esteem and Teacher-students Relation: Influences to the School Learning. Has as general objective: Analyze causing situations of well-being, experienced in classroom, who origins the self-esteem of the student and the contribution to the school learning, according to Early Years’ Elementary School teachers. In the specific objectives: Understand how the relations between teachers and students happen in the school’s environment and the contributions to the self-esteem’s construction in the child; describe how these contributions are considered relevant to the teaching and learning process and discuss child’s self-esteem relevance, from the perspective of the teachers. This work was produced through the ideas of the following authors: Dantas (1992), Galvão (1995), Moysés (2001), Miranda (2003), Hidalgo (2004), Palacios (2004), Antunes (2012), and many others. This research has a qualitative approach, which we used the unstructured interviews technique with 1st, 2nd and 3rd grade Early Years’ Elementary School teachers. In data analysis, we understand the relevance between teacher-students’ relations in the develop of the child in classroom, providing well-being causing factors that benefits in a significant way the construction of student’s self-esteem, consequently his school learning. Finally, we observe that the school environment become a space of interactions between teachers and students, generating numerous influencing factors to the students’ self-esteem construction, through motivation and improvements in their school performances during the teaching-learning process.