Os processos socioafetivos na relação professor/aluno numa escola do Ensino Médio no Município de Muritiba-Ba

Abstract

Social interactions are important for development between individuals and in the school environment, these interactions have meanings in the context of interpersonal relationships. The teacher/student relationship is a topic that has been much discussed nowadays, since the studies conducted by educational theorists confirm that this relationship contributes to the teaching/learning process. The socio-affective processes in the classroom are extremely important for cognitive development and student learning, since when good relations between teacher and student are established, the teaching and learning process takes place in a more pleasant and motivating way. In this sense, learning beyond involving cognitive processes also implies in converging to good social and affective relationships, resulting in motivation to study. Based on this assumption, in the context of neuroscience, it is known that emotions can positively or negatively interfere with student learning, since external factors may also be directly related to these emotions. Thus, the present research aimed to investigate how emotional factors relate to the teaching and learning process of students in the 3rd year of high school in a public school in the municipality of Muritiba-BA. In order to achieve the proposed objective, the theoretical contributions of authors such as: Wallon (2007); Vygotsky (2010); Piaget (1983); Goleman (1999); Gardner (2000); Relvas (2010); Lent (2010); Piletti (2009); Consenza e Guerra (2011); Libaneus (2013); Tiba (2006); Sternberg (2008) and Gazzaniga (2006). The collected data were tabulated and analyzed, following the guidelines of the reference authors in content analysis and presented through graphs and tables. It is important to emphasize that the socio-affective relationships established between teachers and students are necessary for learning, since these relationships are surrounded by affects, in which dialogue and trust are indispensable for the intellectual and personal development of the student, enabling their motivation and interest in the educational process. Thus, this study demonstrates that a friendly and affectionate relationship, permeated with positive feelings, becomes more effective for learning than an authoritarian relationship in which students and teachers remain distant without any affective bond.