Resumo

MURGO, Camélia Santina; ALVES, Wagner Aparecido  e  FRANCISCO, Marcos Vinicius. Affection in teacher-student relationships: Pedagogy students' perspectives. Educ. Puc. [online]. 2016, vol.21, n.2, pp.211-220. ISSN 1519-3993.  https://doi.org/10.5965/151939932112016014.

The present study analyzed how undergraduate pedagogy students perceive affection in the classroom and evaluate how this issue is explored during their initial training. This is a qualitative phenomenological research that involved 25 second and third grade students of a private school in an inland city in the state of São Paulo, Brazil. A questionnaire composed of open-ended items was used to collect data, which were analyzed using Content Analysis. When describing affection, the participants referred to feelings of fondness and interaction between people. They stressed that affective relationships in the classroom may or may not affect student achievement, especially because the affective dimension of teachers goes beyond the dynamics of interpersonal relationships by revealing their reflections and actions in the pedagogical praxis. Finally, the participants pointed out the importance of addressing affection in the educational relationship during their initial training.

Palavras-chave : Affection; Pedagogy; Classroom; Teacher-student relationship..

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