Relação professor-aluno e afetividade: quais as implicações para a aprendizagem em Secretariado Executivo?

Abstract

The teacher-student relationship and the affectivity between these subjects can, together, bring reflexes in the educational scope, developing an effective teaching-learning process. However, to be an effective learning, educational management must work in sync with the University's role and the objectives of the course, in a way that there are methodological and pedagogical strategies that corroborate the teacher-student relationship. Said that, the general objective of this research is to analyze the implications of affectivity in the teacher-student relationship for the learning process, in the perception of the Executive Secretariat’s student. The theoretical approach considered authors such as Libanêo (2013), Vygotsky (2014), and others. Methodologically, a qualitative, descriptive and documentary research was carried out. The research technique was the application of the group interview, a talk wheel with six concluding students of the Executive Secretariat course of the Federal University of Ceará and the observation of the Project Pedagogical Course. To interpret the data we used the comprehensive discourse analysis and documentary analysis. The main conclusions showed that the affection present in the relationship between teacher and student favors the learning and development of skills and behaviors, but it is not a determining factor for the achievement of the ideal formation, since there is a need for involvement and interest in pedagogical management and subjects, so that they are participants in the process and knowledgeable about their roles. Besides that, the implications of affectivity in the teacher-student relationship for the learning process, in the perception of the student of the Executive Secretariat are beyond the favor of learning, also reflecting in the personal and social formation through the involved with the interpersonal aspects. In addition, to face the challenges of this relationship without harming the academic performance.