Affectiveness and professor student relationship: contributions to teaching and learning processes in Science in middle school

The discussion of factors related to the quality of Science Teaching in High School has been the scope of several researches in this area. Among these factors are teacher training, school curriculum and teaching approaches. In this sense, the purpose of this article is to present a cut of a doctoral research, discussing the teachers’ perception about the influence of affectivity and the teacher-student relationship in the teaching and learning processes in the area of Nature Sciences in secondary education, in order to relate them to the other factors mentioned above. The data were obtained from questionnaires and interviews with teachers who minister or ministered the constituent disciplines of the area (Chemistry, Physics and Biology) and were analyzed through Discursive Textual Analysis (ATD), structuring one of the research stages, the which is qualitative and ethnographic, and is developed in two public high schools in the North of the State of Rio Grande do Sul. From the discussion of the contributions originating from the analysis of the data obtained with the teachers, based on the theoretical references of socio-culturalist hallmark, that underpin the research, it was possible to perceive and recognize the importance of teacher-student relationships and affectivity for the teaching and learning processes in Sciences. However, it has been shown that these aspects are not always addressed in teacher training, as well as there is not always room for these discussions and reflections in school and in the construction of the school curriculum. Therefore, it is believed that bringing these elements to the debate will contribute to the advancement of research on practices of Higher Education Science Teaching.