FELÍCIO, Gisele Feitosa.
Abstract:
This research addresses the importance of the teacher-student relationship for the
school learning of five students from the 3rd year of elementary school in a
public school in the District of lara / CE. Based on this theme, we seek
answer some questions: why students have difficulties in
maintain an open dialogue with the teacher? How this difficulty can interfere
in the development of school learning? From these questions
we formulate the objectives: to analyze the influence and the importance of the teacher-student relationship for the development of school learning; identify how the
practice the dialogue between them in the classroom and observe how this
relationship. For the organization and elaboration of the theoretical framework we take as a base
some theorists: (Cagliari, 1998); (Kuethe, 1974); (Sousa, 2002); (Libâneo, 2003),
among others. The Monograph is divided into three chapters: the first
we present a theoretical discussion about the teacher-student relationship and its
influences for meaningful and successful learning. In the second we bring
Methodological Procedures which address the criteria for choosing the
school and participants, the instruments for data collection - observation of
classroom and semi-structured interview and the importance of the researched researcher relationship and in the third chapter we have the data analysis, moment when
we discussed factors necessary for meaningful learning. The results
obtained through the interviews allowed us to realize that the way
students are treated by the teacher has a great influence on learning
school, but also the lack of frank dialogue favors discouragement and
compromises the teaching-learning process.