A relação afetiva entre professor e aluno: a concepção de professores antes e durante a pandemia de Covid 19

Abstract

The affective relationship between teacher and student is fundamental to the teaching and learning process, according to the main theorists of development and learning, such as Piaget, Vygotsky and Wallon. This study was based on Vygotsky's historical-cultural theory. The teacher, being the link that enables the integral formation of the student, has the duty to constantly reflect and question his pedagogical practice and to what extent he is building this affective relationship with his students. Faced with a global shock situation, the Covid 19 pandemic, schools had to adapt to this moment and began to hold classes through remote education. This research was quantitative and qualitative in nature, and had as main objective to investigate how teachers understand the affectivity in the learning teaching process and whether this conception has undergone any change when they need to teach through remote teaching. An online questionnaire was applied to 56 primary school teachers, which contained 10 objective questions and 5 subjective questions. The results showed differences in teachers' conception when evaluating their performance in the classroom, before the pandemic, and during remote teaching. Despite the difficulties reported, it is understood that affectivity in the teacher-student relationship is important in any learning situation.