Affectiveness in the teacher-student relationship: Foundations for meaningful learning

• Autor(a) principal: Guimarães, Maria dos Santos
• Data de Publicação: 2021
• Outros Autores: Maciel, Cilene Maria Lima Antunes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/18362
• topic: Afetividade; Aprendizagem significativa; Educação básica; Práticas de ensino.; Afecto; Aprendizaje significativo; Educación básica; Prácticas de enseñanza.; Affectivity; Meaningful learning; Basic education; Teaching practices.

This is an excerpt from the master's research of the PPGEn UNIC/IFMT Program, in the final development process, aiming to understand the relevance of affectivity as a driver of the teacher-student relationship for Meaningful Learning in the context of Basic Education. It consists of a case study, where an interview with a semi-structured script was used as a data collection instrument, with the data being interpreted by narrative analysis. Teachers and students from 2 (two) public schools of Basic Education in Várzea Grande, Mato Grosso, were interviewed. In this article, only the analyzes of the reports obtained by the professors were considered. The preliminary results of the research show the need to prioritize teacher-student relationships to stimulate affective bonds, as a relevant tool in teaching, and it is up to the teacher to use it for their benefit, making students have a greater interest in his discipline, and greater intellectual development. In everyday classroom, communication is essential for the performance of existing interaction processes between teacher and student. For the teachers interviewed, the beginning of the educational process is to know what is in the student's cognitive, to build the new on this basis, and this is only possible with solid affective ties between teacher-student; and this relationship is manifested as a factor of fundamental importance to assess the quality of the student trajectory.