The affection in the teacher-student and their implications for learning in the university context

Abstract

This study aimed to investigate how the stance of the teacher in the classroom has implications for the positive learning experience for students, in a class of the 1st period and another of the 3rd period of the Pedagogy Undergraduate Course, at a public university located in the city of Recife-PE. Therefore, we made 4 observations in each of the classes investigated and we also conducted semi-structured interviews with four teachers and eight students –four from each class. We performed a qualitative analysis and the data was organized into two themes, namely: (i) posture of the teacher in the classroom and learning experience for the student, (ii) positive and negative aspects in the affective relationship between teacher-student in classroom. The results showed that when teachers and students contribute to a positive affective relationship, it leads to a positive learning experience. Keywords: Affectivity, university professor-student, teaching-learning.