Relação professor e aluno no processo de ensino e aprendizagem

Abstract

This research originated in the Pedagogical Practices course of the Pedagogy program (2013/2 to 2015/1) and was further developed in the Final Course Project (2015), focusing on the teacher-student relationship in the teaching and learning process. The work highlights that the quality of the teacher-student relationship directly influences learning, the school climate, and the socio-emotional development of students. The general objective was to investigate how the relationship between teacher and student occurs in the classroom and its influence on the teaching and learning process. Specific objectives included understanding how the interaction between teacher and student occurs in the classroom; analyzing the influence of this bond on the learning process; verifying whether the methodologies used by the educator contribute to a harmonious coexistence; and identifying factors that favor or hinder the construction of a good relationship between teacher and student. The field research, of the case study type, was carried out at the Professora Sofia Barbosa Municipal School, involving teachers from Early Childhood Education and the Initial Years of Elementary School. Qualitative analysis, guided by the interpretative paradigm, identified three main categories: factors that strengthen the teacher-student relationship; factors that weaken the teacher-student relationship; pedagogical practices; and conflict management. The research results demonstrate the great importance of the teacher-student relationship for the teaching and learning process. However, there are discrepancies between the students' statements (verified in previous interviews in the Pedagogical Practices disciplines) and the teachers' descriptions (interviews conducted in 2025), highlighting the need for more dialogical, affective, and inclusive pedagogical practices. It is concluded that the teacher-student relationship constitutes a structuring element of meaningful learning and that its improvement demands active listening, qualified mediation, and valuing individual experiences in daily school life, opening possibilities for new investigations.