O PAPEL DO PROFESSOR NO RESGATE DA AUTOESTIMA DE ALUNOS EM CLASSES DE CORREÇÃO DE FLUXO: DESAFIOS E ESTRATÉGIAS PEDAGÓGICAS

This study investigates the role of teachers in promoting students' selfesteem in grade correction classes, considering the Brazilian educational context and the specificities of Escola Municipal Santo Agostinho in Manaus between 2020 and 2022. The research adopts a mixed-methods approach, combining quantitative and qualitative methods, including a literature review, questionnaire application, and content analysis. The results indicate that student self-esteem is directly related to motivation, engagement, and academic success, being influenced by inclusive pedagogical strategies, active methodologies, and emotional support provided by teachers. The literature shows that welcoming school environments and well-prepared teachers who act as learning mediators positively impact students' cognitive and socio-emotional development. Additionally, challenges such as age-grade distortion, school dropout, and socioeconomic vulnerability demand more effective educational policies, including continuous teacher training and psychosocial support for students. It is concluded that the implementation of innovative methodologies, combined with humanized teaching, can strengthen students' self-esteem and reduce the impacts of academic delay, promoting inclusion and academic performance.