Theoretical Reflections about the Importance of Affectiveness in the Teacher-Student Relationship
Journal Title: International Journal of Humanities and Social Science Invention - Year 2018, Vol 7, Issue 2
Abstract
This article addresses questions about affectivity regarding the teacher-student relationship, proposing a re-reading of the researched subject, the relationship between teachers and students. The theoretical references are presented from key concepts, such as education, dialogue, mediation, humanization, emancipation and interaction. The objective of this work was to present and carry out considerations and reflections about the teacher-student relationship in pedagogical action, highlighting the perspective of the following categories with the respective theoretical references: affectivity in the educational action (BARCELOS; 2013; 2015; 2016a; 2016b); Biology of Knowing and Biology of Love (MATURANA, 1998, 2001, 2007; 2010); human teaching (ARROYO, 2002); dialogicity and liberating education (FREIRE, 2014a, 2014b, 2014c). The methodology used to reach the proposed objectives was the bibliographical review, within the scope of the qualitative research in education. It was verified the importance of intersubjective relations for the full personal, professional and ontological development of both teachers and students, highlighting affectivity as a fundamental element in pedagogical action.
Authors and Affiliations
Lucas Visentini
Keywords
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