Diversity in the classroom and the teacher-student relationship

• Autor(a) principal: BARBOSA, Altemir José Gonçalves
• Data de Publicação: 2011
• Outros Autores: CAMPOS, Renata Araújo, VALENTIM, Tássia Azevedo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos de Psicologia (Campinas)
• Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/9010
• topic: Diversity in the classroom; Psychosocial development; Teacher-student interaction; Ambiente da sala de aula; Desenvolvimento psicossocial; Interação professor-aluno

This study aimed to identify teachers’ perceptions of the teacher-student relationship, based on the application of an abridged, translated version of the Student-Teacher Relationship Scale, linking their factors to the characteristics of students in respect of the following variables: special educational needs, gender, color / race, grade and age range. Regents teachers (n=21) from six public schools in the city of Juiz de Fora (Brazil) evaluated the relationship they have with all students in their classes, amounting to a total of 495 scales related to students in the 21 rooms targeted, in the first to fifth years of elementary school. It was found that the teacher-student relationship is more confrontational and less positive when it comes to male students and those with special educational needs. There is a more positive relationship with students in the early years of school, which becomes more negative the older the student becomes. Additional research is recommended.