Teacher well-being and affection between teacher/student: perception of interns in the early years of Elementary School

Abstract

This work deals with the importance of affection between teachers and students for teacher well-being. It aims to understand the perception of five interns from the Pedagogy Course on the relationship between teachers and students observed in the mandatory Supervised Internship in the initial years of Elementary School. The methodology was carried out through analysis of the final reports, to understand the perceptions of these interns in the observations carried out in municipal schools in the city of Maracaju/MS. We found that teachers, to understand their emotional state, need to learn to evaluate and work with their own emotions and the emotions of their students and colleagues. Affection between teachers and students is essential for both teachers and students to develop well-being factors. In this sense, teachers who deny affection, viewing it as unprofessional, only increase tensions and conflicts in the classroom, transforming it into a hostile and unwelcoming space.