Perhaps this perception explains why students learn more when they like or feel respected by the teacher. Freire and shor (1986) state that many students are unable to overcome the disgust they acquired with intellectual work at school, as a simple act by the teacher in the classroom can develop cognitive traumas that impede America Cell Phone Number List learning. The aforementioned statements corroborate masetto's (1997) theories, which argue that the human dimension of the learning process occurs through the interpersonal relationship between students, teachers and other educational agents. For the author, this type of relationship creates an affective climate that is responsible for the success or failure of learning, as it needs to be based on a good relationship between the subjects who participate in the process.
In zabala's view (1998), considering the climate established in the classroom is essential in enhancing learning. In the author's theories, the teacher's way of seeing and evaluating the student impacts and has repercussions on their interest in learning. Therefore, a school environment in which participation, cooperation, respect and actions that generate feelings of security in students are valued contributes significantly to learning. He emphasizes that these interactions are governed by affection. Freire and shor (1986), in their work fear and boldness – the teacher's daily life , emphasize that the teacher's behavioral posture and speech can have an impact on the students' cognitive process. Because, if students perceive the teacher's indifference in their pedagogical practice.