Introduction

Among the trends of education for the twenty-first century, gaining strength around the world the
need of forming a circular able solidarity citizen democratically within various cultures in search of
what is human and indispensable to all people (WERTHEIN, 2000) . From this perspective, the call
competitive education subordinate to the larger purpose of solidarity and justice, as it includes not
only the individual but also guides for collective projects.

The teacher / student relationship is an effort to further the pursuit of practicality, affectivity and
efficiency in preparing the learner for life, a redefinition of the teaching-learning process.

However, each professional should have clearly defined their role in this social context where this
relationship considered here becomes a target of research in the pursuit of dialogue, free debate of
ideas, social interaction and decreased importance of individualized work .

The teacher / student interaction goes beyond the professional, school boundaries, the school year
and semesters. It's actually a relationship that leaves marks, and they should always seek the
affection and dialogue as a means of building the school environment.

Being a teacher is not a simple task, rather it is a task that requires love and skill. The educator is not
simply one that transmits a kind of knowledge to their students as a simple on-lending expertise. The
educator's role is much broader, surpassing this mere transmission of knowledge.

With knowledge of the language, because by studying a foreign language students will be developing
cognitive skills, will be developing a taste for knowledge and can increase your chances of
experiencing other cultures and reflect on his own. As can also develop interpersonal skills through
group work, which generates production of knowledge and promotes the search for challenges
solution.

The future teacher must be aware of the educational requirements in the twenty-first century, to
help in the formation of citizens capable of making choices and that increasingly seek autonomy they
need to build their own identity, as well as recognize the importance of their contribution to the
society.

To be aware of which makes use learning strategies, graduates will have more chances of success in
your academic life as know how to develop their skills. The school must therefore encourage self-
knowledge of the student and try to run away from generalizations, respecting the different styles of
learning. Learning a foreign language will require the student and teacher development strategies
for the student to find the path for learning and for the teacher to provide the necessary resources
to mediate knowledge.

Relations between teacher / student / content are not static but dynamic, because it is the teaching
activity as a coordinated process of teaching actions. Freire (1987) in his book Pedagogy of the
Oppressed let us understand that teacher ratio (oppressor) and student (overwhelmed) or vice versa
have the purpose of the teacher-student relationship in this teaching-learning process revolves
around the concept of education, having a view that when all come together in the essence of
education as a practice of freedom, both open up new cultural horizons in accordance with reality
and imagination of all individuals, followed by the different cultures of each.

But one of the biggest problems related to school failure may be linked to prejudice. With some
frequency teachers try to explain the reason for not learning the student to organic, psychological,
cultural deficiencies at the expense of a study and diagnosis that could clarify the situation. In other
words already do in advance the diagnosis and label this student. It is believed that the mixture of
theories that would complement a more useful character for teachers and students who tend to
follow a "method". Nothing replaces the human factor, affection, interaction and the watchful eye of
differences reactions.

Student-Teacher Relationship in the teaching-learning process

It is important to consider the relationship between teacher / student with the climate established
by the teacher, the empathic relationship with their students, their ability to listen, reflect, discuss
the level of understanding of ourselves and the creation of bridges between their knowledge and
their . Thus, the participation of students in class is very important because it will be expressing their
knowledge, concerns, interests, desires and movement experiences may thus participate actively
and critically in the construction and reconstruction of their motion culture and the group where you
live. (GOMEZ, 2000).

The relationship established between teachers and students is the culmination of the pedagogical
process. There is no way to segregate the school reality of the world of reality experienced by
students, and this relationship being a 'two-way street ", both teacher and students can teach and
learn from their experiences. To this end, Gadotti (1999, p.2) refers to this relationship as:

"To put into practice the dialogue, the teacher can not put on the naive position of those who
want holder of all knowledge; should rather put themselves in the humble position of those who
know do not know everything, recognizing that the illiterate He is not a man "lost" out of touch, but
someone who has a lifetime of experience and so it is also the bearer of knowledge. "

The teacher has to learn to exercise its real function needs to be combined authority, respect and
affection; that is, even if the teacher needs to meet a particular student, the action will be directed
to the activity of all students around the same goals and the class content. It is noteworthy the
performance of some teachers not as unquestionable model of teaching, but as a source of
inspiration to seek a new and better way to reach students. For this it is necessary to dialogue, as
Libneo (1994, p.250) says:

"The teacher not only conveys information or ask questions, but also listens to the students.
Should give them attention and care to learn to express themselves, to state opinions and answer
questions. Teaching work is never unidirectional. The responses and opinions of students show how
they are responding to teacher performance (...) ".

The teacher / student relationship is an effort to further the pursuit of practicality, affectivity and
efficiency in preparing the learner for life, a redefinition of the teaching-learning process.

However, each professional should have clearly defined their role in this social context where this
relationship considered here becomes a target of research in the pursuit of dialogue, free debate of
ideas, social interaction and decreased importance of individualized work .

The teacher / student interaction goes beyond the professional, school boundaries, the school year
and semesters. It's actually a relationship that leaves marks, and they should always seek the
affection and dialogue as a means of building the school environment.

Being a teacher is not a simple task, rather it is a task that requires love and skill. The educator is not
simply one that transmits a kind of knowledge to their students as a simple on-lending expertise. The
educator's role is much broader, surpassing this mere transmission of knowledge.

3. THE RELATIONSHIP TEACHER / STUDENT IN THE PROCESS OF TEACHING AND LEARNING

The human relationship is a key part in behavioral and professional fulfillment. Thus, the analysis of
the relationships between teacher / student involves interests and intentions, this interaction being
the exponent of the consequences, because education is one of the most important sources of
behavioral development and aggregation of values in the member of the human species.

In this sense, the established interaction is characterized by the selection of content, organization,
systematization teaching to facilitate student learning and exhibition where the teacher will
demonstrate its contents.

However this paradigm must be broken, it is not necessary to limit this study in teacher behavior
related to student outcomes; should introduce constructive processes as mediators to overcome the
limitations of the process-product paradigm.

The educator to implement the dialogue should not be put in the holding position of knowledge,
must first put yourself in the position of those who do not know everything, recognizing that even an
illiterate carries the most important knowledge: the life . GADOTTI (1999, p. 2)

In this way, learning becomes more interesting when the student feels responsible for the attitudes
and methods of motivation in the classroom. The pleasure at learning is not an activity that arises
spontaneously in students, therefore, is not a task that comply with satisfaction, and in some cases
regarded as an obligation. For this to be better cultivated, the teacher must arouse the curiosity of
students, following their actions in developing activities.
The teacher should not concern itself only with the knowledge by absorbing information, but also by
the construction of the citizenship of the student process. Despite this, for this to occur, it needs the
awareness of the teacher that your role is facilitator of learning, open to new experiences, trying to
understand, in an empathic relationship, also the feelings and problems of their students and try
lev- them to self-realization.

Concretely, we can not think that the construction of knowledge is understood as an individual.
Knowledge is the product of human activity and knowledge marked socially and culturally. The
teacher's role is to act as an intermediary between the learning content and constructive activity for
assimilation.

The teacher's work in the classroom, their relationship with students is expressed by the relationship
he has with society and culture.

It is the manner of the teacher in the classroom, rather than their personality traits that contributes
to adequate student learning; It is based on a certain conception of the teacher's role, which in turn
reflects values and standards of society. ABREU & MASETTO (1990, p. 115)

The good teacher is what you can while speaking, bring the student up to the intimacy of the
movement of his thought. Your class is thus a challenge and not a lullaby. His students tired, not
sleeping. Tired because follow the comings and goings of his thought, surprised their breaks, their
questions, their uncertainties. " (FREIRE: 1996: 96.)

The relationship between teacher and student depends fundamentally on climate established by the
teacher, the empathic relationship with their students, their ability to listen, reflect and discuss the
level of understanding of students and the creation of bridges between their knowledge and their . It
also indicates that the teacher, educator of the industrial era with rare exceptions, should seek to
educate for change, for autonomy, for freedom possible on a global approach, working the positive
side of the students and for the formation of a conscious citizen of their duties and social
responsibilities.

RELATIONSHIP TEACHER / STUDENT: THE RELATIONS OF STYLES

The teacher / student relationship in the classroom is a very complicated process, as there are
various aspects in this context to be analyzed, bearing in mind that, for a good relationship between
them is no need to go beyond a simple affective relationship.

In the classroom, both teacher and the student should be open to interaction, as in every
relationship, empathy is a necessary and effective matter so that there is a connection between
both. Thus, the teacher / student relationship may have many styles that provide different types of
interaction. Let's try to analyze the two key ratios used between teachers and students in the
classroom: more personal communication interface and relationship own guidance to the study.

A ratio of more personal communication is to recognize the successes, strengthen self-confidence of

students, constantly keep an attitude of friendliness and respect; this without forgetting that
although we have to have a loving relationship with our students, it does not mean we have to go to
the classroom to be humorous and not be caring for students to feel good. In fact, if there is no
effective didactic relationship can be no teacher / student relationship.
From this perspective, the very orientation ratio for the study comes on the merits of the role played
by the teacher in the classroom, the principal will create and communicate a structure that
facilitates learning. It is understood that a teacher / student relationship in the classroom, affection
may not be effective if there is in fact the responsibility of the teaching task, why then, the quality of
education will suffer.

However, two aspects relating to education must be addressed, they are: psychological and
educational needs. By psychological needs is meant for those students to internalize and which
often are in a way imposed by social standards, such as the desire for social mobility, for example,
which calls for this to be possible, the appropriation of molds pre-established as a passing grade, get
good grades, be the first place in selection processes, etc., which are automatically in educational
needs. Since the student to see their psychological and educational needs met to automotive.

The teacher in turn tends to find out what the best way to cover these needs without prejudice to
learning. Thus, the three teacher's practice areas are: interpersonal relationships, learning structure
and support the autonomy and the integral development of the student.

According to Morales, interpersonal relations are manifested in various ways, including: a time
dedicated to communication with students, the demonstration of affection and concern for
students, sincere praise, interact with the students soon, among others; the opposite it comes to
rejection. In other words, students must feel that the teacher is interested in them, so students
should feel free to make mistakes and learn from your mistakes. The free feeling is translated here
by the absence of fear, anguish ... Learning from one's mistakes is important for personal growth,
whether emotional, social and cognitive.

4.1 STRENGTHS AND WEAKNESSES OF RELATIONSHIP

Like any personal relationship, the relationship teacher / student has their strengths and
weaknesses. We are now analyze what are these points so that we can reach a consensus with the
idea that the author writes Morales as the "Pygmalion effect".

The Pygmalion effect is slightly connected to the effect related to teacher expectations for student
achievement in the classroom. These expectations are born of data that the teacher gets the
students before starting your relationship with them. From then on, it creates an expectation or
desires, that some students, those considered good, have great performance. This expectation ends
often harming the teacher's work, which instead of helping everyone ends benefiting a few.

Thus, expectations developed by teachers on some students make these treat differently the
students in the classroom. The differential treatment can manifest in several ways:

Teachers a 'social-emotional climate "more enjoyable with these students;

Teachers give a more colorful and different information to students who are in sympathy this by
helping them more learning thereof;

The impression is that teachers in this situation give more attention on student learning they like, at
the expense of the rest of the class;
So for the students affectionately chosen by the teacher, there are better opportunities to
participate in class; the teacher asks more questions and gives more time for answers to these
students.

These procedures, however, do not seem to happen in reality so insightful that are, however,
despite being a discriminatory procedure and does not appear his real purpose, in fact is so obvious
that everyone realizes, particularly students who were not awarded for attention waived.

DIFFERENCES BETWEEN TEACHER / STUDENT

Among the many difficulties encountered by the teacher against the student, one of them, perhaps
the most crucial, is the distance between the realities of the two.

Know the world of the student is the most important element for a good relationship between
teacher and student, here is the way to occur the real mediation of knowledge that the teacher
should perform.

Just as the teacher does not accept impositions, so the student does not accept them, new ways
must be experienced and more consistent arguments should be applied. It is the teacher, as he
ranks, more experienced and mature, must then enforce such a statement in favor of teaching
learning.

Show paths is much more interesting than impose unchanged rails. After several paths lead to the
same place, the teacher, find out which way the students choose to follow, or rather which of them
have fewer stones, the important thing in this case is the teacher be a compass that guides on the
north to is reached.

The student, just because to be so, it's challenging, inherent characteristic of the stage, which often
does deny indisputable facts. In certain cases does not accept the teacher's position, as it does not
accept its reality, its true. It is worth remembering that a classroom is composed of several realities,
not just the teacher.

Enter the student's reality without invading it, if dazzle and learn from him new things, is the first
step to make him accept the reality of teacher and curriculum component, that will make you
understand and ultimately learn.

The student has to feel an integral part of learning, but not only as a receiver, he also wants to teach
something and certainly the teacher has something to learn from the student.

There can be no gap between teacher and student, it will be exactly where the field of difficulty. This
space will be up to the teacher to fill with the friendship that should exist between both because the
relationship of respect so will become more latent, the most effective learning and the full
satisfaction of both.

WHO WAS BORN FIRST, THE STUDENT OR TEACHER?

In the dictionary, the student comes before the teacher. In life in general, we see the teacher has
more importance than the student.

Some educators complain that currently only speaks of the rights of children and adolescents,
forgetting the rights of teachers. Others remember that students also have duties, and that the
rights of teachers are like those of any other professional category you want and deserve to be
valued, and therefore must be claimed by the labor courts, not in the clashes in the classroom.

Thinking a little more philosophically, teacher and student are two sides of the same coin -
knowledge.

We must first seek to understand what is a student and a professor. If we assume that to teach
something, first you have to learn, then the student is at the beginning of everything. Born students,
students grow, die students.

Introduction

To educate is to help teachers and students in schools and organizations transform their lives in
permanent learning processes. It is to help the students in building their identity, their personal path
and professional, their life project, the development of comprehension skills emotion and
communication that will enable them to find their personal spaces, social and work and become
citizens held and productive.

Teaching in different ways for different persons

With the Internet we are beginning to have to change the way of teaching and learning in both
classroom courses and in continuing education, distance. Only worth being physically together - in a
business or school year - when something significant happens, when we learn more being together
than searching alone in our homes. Many forms of teaching today are not justified anymore. We lost
too much time, we learn very little in continuously desmotivamos. Both teachers and students have
a clear sense that in many conventional classes wasted enough time.

We can change the way of teaching and learning. Teach a more shared. Oriented, coordinated by the
teacher, but with deep participation of students individually and grupalmente where the
technologies will help us a lot, especially the telematics.

Teaching and learning today require much more flexibility spatio-temporal, personal and group less
fixed content and more open process research and communication.
One of the current difficulties is to reconcile the extent of information, the variety of sources of
access, with the deepening of their understanding, in less rigid spaces, less plastered. We have too
much information and difficulty in choosing which are significant to us and be able to integrate them
within our mind and our life.

The acquisition of information, the data will depend less and less of the teacher. The technologies
can bring today's data, images, quickly and attractively summaries. The role of the teacher - the title
role - is to help the student to interpret these data, relating them, to put into perspective.

Learning also depends on the student, that he is ready, mature, to incorporate the real significance
that this information is for it to incorporate it experientially, emotionally. While information is not
part of the personal context - intellectual and emotional - will not become truly significant, it will not
be truly learned.

Today we have a broad horizontal knowledge - we know a little of many things, a little of everything.
We lack a deeper understanding, richer, more integrated; different knowledge, desvendador, larger
in all dimensions.

The teacher is a facilitator, which seeks to help each can advance the process of learning. But it limits
the curriculum, the classroom time, the legal standards. It has a large concrete freedom, the way to
get organize the process of teaching and learning, but within the basic parameters laid down
socially.

The student is not only our customer to choose what you want. It is a citizen in development. There
is an interaction between the expectations of students, institutional and social expectations and the
concrete possibilities of each teacher. The teacher seeks to facilitate fluency, good organization and
adaptation of the course each student, but there are limits that take into account all. The teacher's
personality is decisive for the success of teaching and learning. Many do not know how to exploit the
full potential of interaction.

If we have to work with a group, we can probably not fulfill all individual expectations. We will seek
to find the balance between social expectations, the group and the individual. When there is an
insurmountable difference between the group expectations and some individual expectations in the
short term compelling still in education, we seek to adapt flexibly proposals, techniques, evaluation
(longer period, different forms of assessment). Only at the end of this process we can judge
negatively - disapprove the other. It is easy for the educator always blame the students, saying they
are not prepared, that are problematic. Creativity is about finding ways of approaching students to
our proposals, our person.

We can not teach the same way for different students, for groups with different motivations. We
must adapt our methodology, our communication skills to each group. We have students who are
ready to learn what we have to offer. It is the ideal situation, where it's easy to get your
collaboration. More mature students who need that course or who have chosen that story freely
facilitate our work, encourage us, collaborate more easily.
Other students at the beginning of the course may be distant, but knowing reach them, showing us
open, confident and motivating, making them aware of what they will learn in our course, respond
well and are willing to participate. From there it is easy to teach.

There are others who are not ready, that are immature or are distant from our proposals. Seek to
bring it as close as we can of them, based on what they value, what for them is important. But even
so, the answer is cold, we may appeal to some forms of imposed tasks, deadlines, more frequent
evaluations, maturely, showing that it is for their sake and not as revenge ours. The teacher can
impose without being authoritarian, without humiliating, placing tasks in a clear, calm and justified.
The levy is a last resort of the teacher, not one and only. Whenever possible, avanarremos more for
interaction, for their collaboration, the shared research than by imposition.

CONCLUSION

It is essential that teachers know that every child has the potential to enjoy herself, and who learns
to see herself just like the important people around you see it, because it builds their self-image
from the words , body language, attitudes and judgments of others.

It is necessary to value the teaching activity as an act of love and competence. Training for life and
life goes through complex paths.

It is important to be educators-teachers with an intellectual maturity, emotional and communication

that facilitates the entire process of organizing learning. People open, sensitive, human, adding more
value to the search result ready, the stimulus that the rebuke, the support that criticism, able to
establish democratic forms of research and communication.

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