The affection in the teacher-student relationship and its implications on learning in the university context

This study aimed at investigating how the stance of the teacher in the classroom implicates on a positive learning experience for students. This study was conducted in a Pedagogy Undergraduate Course with 1st and 3rd period classes, at a public university located in the city of Recife-PE. Therefore, we made 4 observations in each of the classes investigated and we also conducted semi-structured interviews with four teachers and eight students - four from each class. We performed a qualitative analysis and the data was organized into two themes, namely: (i) posture of the teacher in the classroom and learning experience for the student, (ii) positive and negative aspects in the affective relationship between teacher-student in classroom. The results showed that when teachers and students contribute to a positive affective relationship, it leads to a positive learning experience.