CHALLENGES IN THE TEACHER-STUDENT RELATIONSHIP IN MATHEMATICS CLASSES DURING THE COVID-19 PANDEMIC PERIOD

• Autor(a) principal: Habr de Lima, Diego Rodrigo
• Data de Publicação: 2021
• Outros Autores: Vilhena da Silva, Paulo, Ruiz Gomes, Cristiane, Dias Vaz, Cristina Lúcia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/299
• topic: Afetividade; Henri Wallon; Relação professor-aluno; Ensino Remoto; Affectivity; Henri Wallon; Teacher-student relationship; Remote teaching; Afecto; Henri Wallon; Relación profesor-alumno; Enseñanza remota

This work aims to show the importance of the teacher-student relationship in the teaching-learning process of Mathematics, through the analysis of the answers to a questionnaire applied to students in the 9th grade of elementary school in a school in the city of Belém-PA. We seek to understand the main difficulties faced by these students in virtual classes during the COVID-19 pandemic period and how the lack of face-to-face interaction with teachers during these classes was for them. Therefore, we initially carried out a bibliographical research on virtual classes, understanding their benefits and challenges, and we also found, in the texts of psychologist Henri Wallon, a theoretical framework to justify how affectivity is important in the teaching-learning process. A quali-quantitative approach was used in the analysis and the results show that the rupture in the face-to-face relationship between professor and students was a difficulty to be overcome by everyone.