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The student-teacher interaction is a determinant aspect of learning in a classroom. The objective of this study was to conduct a functional evaluation of student-teacher interactions, in the classroom, in a municipal school with high levels of violence. Six students, aged between 9 and 16 years, participated in the study. They were 6th and 8th grade middle school students and they were assigned to two groups: Disciplined and Undisciplined. Ten teachers also participated, 9 of which were women and one man. The interactions between participants were recorded on camera. Researchers analyzed the videos by categorizing behaviors from students as adequate or inadequate, and recording the antecedents and subsequent events of each behavior. Results indicated no differences in emission of appropriate behaviors between students from the Disciplined and the Undisciplined groups. Few situations were observed in which the teacher presented events subsequent to the students’ behavior. When there were subsequent events these were more frequent for the adequate behavior of the members of the Disciplined Group and inadequate for the behavior of the members of the Undisciplined Group. Possible relationships between antecedent events, subsequent events and appropriate and inappropriate behaviors are discussed. It is suggested that teachers need to be trained in order to be able to identify functional relationships and intervene in the behavior of their students, thus favoring the emission of appropriate behaviors. We also suggest to conducting other research that investigates working conditions and environmental events that determine or limit teachers’ ability to intervene in their students’ behavior. Keywords : evaluating analysis; student-teacher interaction; adequate behavior; inadequate behavior.

AVALIAÇÃO DE EVENTOS ANTECEDENTES E SUBSEQUENTES A COMPORTAMENTOS ADEQUADOS E INADEQUADOS NA INTERAÇÃO PROFESSOR-ALUNO