A relação professor-aluno e suas implicações para o processo de ensino-aprendizagem nos anos iniciais do ensino fundamental.

Abstract

This study dealt with the theme "The teacher-student relationship and its implications to teaching-learning process on primary education of elementary school". The research problem of this work is: What are the implications of the teacher-student relationship to learning process? To answer this question we listed the following objectives: analyzing the implications of the teacher-student relationship to teaching-learning process of the students on primary education of elementary school; identifying how the teacher-student relationship is built inside the classroom; investigating pleasant and unpleasant situations experienced in the classroom and their influencies to the teaching-learning process; reflecting about the contributions of a good teacher-student relationship to the teaching-learning process. To do the literature review we used the following authors: Antunes (2007), Freire (1996, 2015), Libâneo (1994), Morales (1999), among others. We adopted the qualitative methodology, having in mind a semi-structured interview with five teachers who teach on primary education of an elementary school from a public school in Cajazeiras/PB. Throughout the writing of this monograph we emphasized the importance of analyzing various aspects that contribute to the existence of a good relationship between the teacher and the student inside the classroom and how this good relationship can contribute to the development of students‟ autonomy and improving the learning process for both: the teacher and the student. We emphasize the importance of this relationship to teaching and learning, which consists in processes that need to work together in order to acquire knowledge. It is essential to the teacher-student relationship that this mediation happens in order to give meaning to the educational works.