This dissertation has the purpose of analyzing the emotional aspects of the teacher-student interaction in the learning process, starting from a field research conducted at public and private schools in the South Side of Rio de Janeiro, in 2016 and 2017. The theoretical-methodological benchmarks have been woven with several authors, especially in the field of Psychology, like Lev Vygotsky and Henri Wallon with their discussion on developing and learning; in the field of education, the contribution comes from Paulo Freire critical thinking on banking education; the theoretical assumptions of Wallon (1971) and Vygotsky (1984), who seek to reiterate the relevance of the social interaction on the learning processes. For Vygotsky (1991), learning is constructed by the recombinations held by the active subject in the cultural and acquiring knowledge processes. Wallon (1971) defends that the subject s expression, his/her gestures and even the out of beat breath can be observed and identified in the learning process. Freire (1987) still stresses the importance of the subject questioning what is taught. Thus it is possible to him/her finding a sense/meaning in learning. One aspect that emerged from the observations was the role of art in education. Even though it is not the purpose of this work, it seems to be a relevant topic for later studies. Art is directly connected to learning because it brings out forms of expression without the curtailment that, many times, theories impose. Forty-eight students and twenty-two teachers of 7th and 9th year of Elementary School II of public and private networks have participated in the survey. Those schools selected to the study are located in Botafogo neighborhood, South side of Rio de Janeiro. Interviews with semi-structured questions have been held, and the students answered the School Climate Questionnaire - Adaptation and preliminary validation evidences of the School Climate Questionnaire – Revised, Elementary and Middle School Version (SCS-MS) (PETRUCCI et. al., 2016) - in which it was possible to observe points like justice, order and discipline; parental involvement; exchange of resources; students interpersonal relations; and student-teacher relation. Characteristics of student-teacher interaction and the present emotional aspects related to the learning process have also been researched. Likewise, the student motivation in classroom has been reported with the purpose of link it with the interaction aspects. In this regard, the role of art in learning has been identified, and the importance of artistic practice in school environment was noticed. The results of the field research of this study have enabled us the analysis of the connection of students with school and, as well, hearing about feelings, opinions and motivations from those who have so much to say on education: teachers and students. It is believed that this study may open new horizons so that the current educational models based on a shortly dialogical, silencer and non-participatory education can be rethought.