THE BOND OF TRUST BETWEEN STUDENT AND TEACHER AND ITS RELATIONSHIP WITH THE TEACHING-LEARNING PROCESS

Abstract

The teaching-learning process is shaped by the relationships established within the school environment. In this context, the interaction between teacher and student goes beyond the mere transmission of content, as it involves emotional, social, and affective aspects that can influence how the student approaches knowledge. The choice of this topic is grounded in the importance of understanding how building relationships based on respect, safety, and trust can contribute to creating an environment more conducive to learning. Thus, this study aimed to analyze the influence of the bond of trust between teacher and student on development and academic performance. To this end, a literature review was conducted, drawing on studies related to attachment theory, affectivity in the educational context, and the importance of trust in relationships formed during the pedagogical process. The analysis revealed that affectivity—when consciously integrated into teaching practice—can foster a more positive relationship between the student, the teacher, and the subject matter. Consequently, building bonds of trust can enhance student engagement in activities and participation in the educational process, thereby creating better conditions for learning and academic development.