FOR A "PEDAGOGY OF ENCOUNTER" – BONDING, LISTENING, AFFECTION AND RECOGNITION IN THE TEACHER-STUDENT RELATIONSHIP IN HUMANIZED EDUCATION BASED ON THE THEORETICAL CONTRIBUTIONS OF PAULO FREIRE, BELL HOOKS AND HAIM GINOTT

Abstract

In pedagogical relations, the encounter between teacher and student carries formative potentialities that go beyond the mere transmission of contents. In an educational scenario marked by technicality, impersonality and productivist logic, this article proposes the unprecedented formulation of the "Pedagogy of Encounter" as a methodological and philosophical alternative to the pedagogy of performance and banking education. Based on the pillars of bonding, listening, affection and recognition, this pedagogy shifts the centrality of content to the centrality of relationship, understanding that learning is only possible in contexts of trust, presence and ethical commitment. The question that guides the research is: how do the affective bond, mutual recognition and active listening contribute to a humanized education in teaching practices? Inspired by the contributions of Paulo Freire (1967; 1971; 1974; 1977; 1983; 1992; 1996; 2000; 2014), bell hooks (2010; 2013; 2019) and Haim Ginott (1975; 2008), the study also dialogues with authors such as Carl Rogers (1994), Donald Winnicott (1975), Henri Wallon (1981) and Maurice Tardif (2014), in order to broaden the understanding of the subjective and relational aspects of educational action. The research has a qualitative approach (Minayo, 2007), of a bibliographic nature (Gil, 2008) and guided by an analytical-comprehensive bias according to the interpretative perspective of Weber (1949). The findings reveal that the affective bond is a structuring element of the pedagogical action, not an adornment; that active listening promotes student belonging and engagement; that affection, when incorporated as an ethical posture, strengthens the recognition of the other as a subject; that the teaching authority is legitimized in horizontality and coherence. It is concluded that the "Pedagogy of Encounter" inaugurates a new praxis centered on the humanization of school relations and the reconstruction of the school as a space of dignity, dialogue and care.