THE TEACHER-STUDENT RELATIONSHIP AND THE SCHOOL CLIMATE: A PSYCHOPEDAGOGICAL PERSPECTIVE

Abstract

This article aimed to analyze the impact of psychopedagogical interventions on

the prevention of learning difficulties and the construction of a positive school climate, with emphasis on mediation between teachers and students in the early years of elementary education. The study addressed psychopedagogical action as an integrative practice focused on listening, mediation, and the reorganization of school dynamics. The adopted methodology was based on bibliographic research, grounded in books and scientific articles published between 2019 and 2024, selected according to criteria of relevance and timeliness, through the Scielo database. The data analysis revealed that psychopedagogy contributed to the strengthening of affective-cognitive bonds within the school environment, the improvement of teaching practices, and the promotion of institutional strategies that foster student engagement. It was also found that continuing education, when guided by psychopedagogical principles, enhanced educators' ability to respond to learning and coexistence demands. Despite the positive outcomes, limitations were acknowledged regarding the generalization of findings and the objective measurement of institutional transformations. It was concluded that the systematic inclusion of psychopedagogues in schools represents a strategic resource for promoting a more equitable, inclusive, and responsive education to the singularities of school subjects.