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Promoting positive educational practices for teachers in the context of primary education is a significant need in the current context. This paper aims to describe an intervention program (based on Weber, Salvador & Brandenburg, 2005) for teachers aimed at improving the interaction between teachers and elementary school students in the early years. The study was conducted in a public school in a municipality of Parana-Brazil. The Teacher Leadership Styles Inventory (Batista & Weber, 2015) was used to evaluate the effectiveness of the program and 323 students who answered the instrument on classroom interaction with their teachers (n = 14) participated in the study. The intervention program with the teachers of the present research consisted of 10 meetings lasting approximately two hours per meeting, which took place over three months with each group. In addition to these, a meeting was also held that preceded the start of the program to explain and invite the participants. A collective meeting was also held to present the results to all. The topics covered were: Raising awareness about the role of the teacher as an influence on the behavior of the student; Understanding principles of behavior and learning; Behavior analysis and rule learning - possible stressors; Responsiveness - affective relationship and involvement; Requirement: consequences for appropriate and inadequate behavior; Aversive and coercive control: consequences for inappropriate behavior; Functional analysis and behavior modification; Educational social skills; Teacher leadership styles; Synthesis and closure of the Quality group in the teacher and student interaction. The intervention performed with teachers reveals results favorable to its use to make interpersonal relationships in school more effective and affective

Programa de qualidade na interação professor-aluno (PQIPA): descrever para intervir