TEACHING AND LEARNING PROCESSES

: TEACHERS AND STUDENTS’ PERCEPTIONS UNDER THE ROGERIAN PERSPECTIVE

Abstract

The situations designed for mediating the teaching and learning perpass several dimensiona: cognitive, affective and social. Thereby, this study has for objective understand the aspects present in the teacher-student relationship that has the influence in the learning-teaching process. It is about a qualitative research, in which participated two students and three teachers that answered a bio-social-demographic questionary and an half structured interview. The data analysis was made accordingly to the tematic content analysis. The research results pointed that the teacher's and student's role are not fixed and both can, in the active way, learn and teach, making intergenerational exchanges in this process. Also was possible observe that the afectivity can contribute to a significative learning. That said, the dialogue promotion inside classroom, as well as the empatic understanding attitudes, can promove the student's personal transformation.