BEYOND CONTENT: THE ROLE OF THE TEACHER IN FACILITATING LEARNING

Abstract

For there to be meaningful learning, it is necessary to transform the traditional conception of teaching, shifting the focus of the teacher as a mere transmitter of knowledge to a role of facilitator of learning and placing the student, the Person, at the center of this process. Based on the theoretical contributions of Carl Rogers and Abraham Maslow, this essay discusses the importance of student autonomy, the construction of a welcoming educational environment, the perspective of the class with encounter between people and the recognition of subjectivity in the teaching-learning process, in school processes. Motivation is a central concept in this theoretical discussion, understood by us as a fundamental element, influenced both by internal factors and by the relational context established in the classroom. Throughout the text, we discuss how the student-centered approach, which displaces educational actors and processes from their traditional configurations, favors the development of not only cognitive but also emotional skills, promoting deeper and more transformative learning. In this way, meaningful education, which we understand here, requires going beyond the mere transmission of content, in the search to enhance the integral growth of the Person, respecting their needs and promoting teaching based on dialogue, trust in encounter and mutual recognition.

DOI: https://doi.org/10.56238/sevened2025.002-002