O impacto da relação professor-aluno no processo de ensino-aprendizagem: reflexões a partir de cartas pedagógicas

Abstract

This undergraduate thesis investigates the importance of the teacher-student relationship in the teaching-learning process, considering that the quality of this interaction directly influences student engagement, interest, and learning in science and biology education. The choice of topic is justified by the need to understand how the pedagogical bond, dialogue, listening, and respect for individualities contribute to the construction of more meaningful educational environments. The general objective was to analyze which factors interfere in the teacher-student relationship and how this relationship impacts the teaching-learning process. The research adopted a qualitative approach, using pedagogical letters as a data collection instrument. Thirty students from the 4th semester of the Biological Sciences degree program at the Federal Technological University of Paraná, enrolled in the Applied Didactics to Science and Biology Teaching course, participated in the study, distributed across two distinct semesters (2024 and 2025). The pedagogical letters were read in their entirety and analyzed anonymously, with the factors present in the accounts being extracted through Content Analysis. The analysis revealed varied perceptions, highlighting both strengths and weaknesses in the teacher-student relationship, organized into three main categories: affectivity, didactics/methodology, and content mastery. The results reinforce that the quality of the interaction between teacher and student is crucial for building more enriching educational environments. It is concluded that the bond built in the classroom goes beyond the technical aspects of teaching, involving fundamental human dimensions and fostering more inclusive, cooperative, and motivating educational environments.