CONTRIBUTIONS OF TEMPERAMENT THEORY TO THE TEACHER/STUDENT RELATIONSHIP IN LEARNING MEDIATION

Abstract

This article aimed to analyze contributions highlighted in scientific-academic productions regarding the theory of temperaments and its relevance to the teacher-student relationship in the mediation of learning. The theoretical foundations were based on authors who discuss the Theory of Temperaments, such as Kersey (1998), Steiner (2006), and Cloninger (2007). The methodology adopted for the development of this investigation was based on a literature review, using the state-of-the-art method, to reflect on how temperaments, as inherent traits of human personality, influence the relationship between teachers and students. The research analyzed four academic studies published between 2015 and 2025, found in BDTD and Google Scholar, focusing on the terms “theory of temperaments,” “teacher-student relationship,” and “education.” The results show that understanding different temperaments helps create more positive bonds in the classroom, promoting respect for individualities and more sensitive pedagogical practices. However, the studies also reveal challenges, such as the lack of teacher training on the subject, barriers to the personalization of teaching, and the urgency for more empathetic approaches. Recognizing and valuing temperaments in the school environment is, therefore, a path to making education more humane, welcoming, and effective.