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Emotions and feelings are of vital importance in human development, especially during childhood. The way children usually feel is reflected in their development, their relationships with others, and their capacity for learning, particularly in school. Given the time that children spend daily in school, in the classroom, the existence of a good pedagogical relationship is increasingly important in their cognitive, emotional and personal development, facilitating the process of teaching and learning. The present chapter, within the scope of the theory of social representations, is centred on the relationship between students and teachers - where communication is a main pillar - particularly on the analysis on children’s feelings about their teachers. So, we intended to identify the most common feelings among children, particularly towards their teachers, in a population of 120 boys and girls, between 8 and 11 years old, attending the 1st and 2nd stages of basic education. The data was gathered using free association of words. It was examined through the technique of factorial analysis of correspondences. It was verified that the younger boys (8-9 years old) and girls (regardless their age), were those who revealed more positive thoughts and feelings about their teachers, saying that teachers make them feel well and intelligent. They also showed a greater motivation in the process of learning, valuing interpersonal relationships. On the contrary, the older boys (with 10-11 years), in particular, were those that revealed more negative feelings, essentially marked by annoyance and fatigue, when they refer to their teachers, but also they emphasised the will of having fun with the classmates. The results obtained contribute to the understanding of the cognitive, emotional, and relational universe of children, particularly in what concerns the way they represent their teachers.

In: Children and Childhood: Practices and Perspectives