O relacionamento professor–aluno no ensino médio em análise: contribuições à coordenação pedagógica e ao processo de ensino-aprendizagem

Abstract

This research discusses upon the teacher-student relationship and its impacts on the learning process at Colégio São Francisco de Sales (Colégio Diocesano), located in Teresina (PI), and member of the Jesuit Schools Network (RJE). This work was carried out aimed on identifying aspects of the teacher-student relationship that contribute to a more integrative learning between the socioemotional and academic dimensions. By doing so, we intend to support the pedagogical coordinators in developing dialogical and reflective actions, in order to improve the teaching-learning process. This research is qualitative in nature, using the case study method. Two forms of data collection were used: the study of the teaching guidelines from RJE and Colégio Diocesano; and semi-structured interviews with high school students and teachers. Analyzing data from documents and interviews, it was possible to understand that the teacher-student relationship, as it happens at Colégio Diocesano, in general, has contributed to the learning process of students, accordingly to teachers and students themselves. However, there is aspects that could be improved in the management of this process, such as a greater willingness for dialogue on the part of teachers and greater use of active methodologies in classes, in order to foster students interest in classes. As for the documents analyzed, they fall short of what is necessary with regard to the guidance of teachers, with regard to the teacher-student relationship, which is why it is suggested that they be revised in order to include more specific drivers on the topic. The study also shows that there is a need for a change of perspective in relation to some elements of pedagogical management, as encouraging closer proximity among the pedagogical coordinators and teachers and a continuous training of teachers, helping them to understand and get closer to their students. The research also presents a set of intervention proposals for the school, aiming to improve the relations between teachers and students, expanding the learning situations.