Resumo

RAMALHO, Henrique; ROCHA, João  e  LOPES, Alexandra. Student-teacher interactions: perceptions of classroom pedagogical feedback. Psicol. pesq. [online]. 2020, vol.14, n.1, pp. 76-95. ISSN 1982-1247.  http://dx.doi.org/10.34019/1982-1247.2020.v14.29010.

In this study, socio-cultural interaction, dialogicity, pedagogical communication and the function, types and requirements of pedagogical feedback are problematized. The concept of pedagogical feedback is understood as a basic requirement for students' learning progress. It seeks to understand in what terms pedagogical feedback is perceived and understood by teachers, to know the types of pedagogical feedback that students are asked to do about the teacher's work, and to develop an understanding of how students are involved in classroom activities. It follows the case study methodological approach, favoring the use of questionnaires administered to teachers and students, complemented by the analysis of some school documents. Conclusively, the strengthening and corrective feedbacks are emphasized, through which teacher intervention has an impact on the availability and motivation of the student for the activity and active engagement in classroom.

Palavras-chave : Feedback pedagógico; Pedagogical feedback; Teaching-learning; Student involvement and motivation; Teacher pedagogical work.

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