A afetividade na relação pedagógica: concepções de alunos e professores do ensino médio
Miniatura indisponível
Data
2018
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Com o objetivo de avaliar a importância da afetividade na relação pedagógica professor-aluno
do Ensino Médio, esta pesquisa foi desenvolvida em dois períodos. No primeiro buscou-se,
através de um estudo bibliográfico, analisar os conhecimentos que existem nos acervos
literários acerca dessa relevância e, dentre essas literaturas foi selecionado como referencial
dessa pesquisa os autores: Pichon-Rivière (2016), Vygotsky (2008), Piaget (2003; 2013),
Wallon (1981; 2007), Cabral (2012) e Saltini (2008), entre outros, que estudaram o assunto
sobre as relações entre os vínculos afetivos, as concepções de alunos e professores para a
aprendizagem significativa, a construção das estruturas afetivas e cognitivas entre alunoprofessor
do Ensino Médio e a relevância das emoções no ato de aprender. Inicialmente se faz
uma síntese de como aconteceu o processo histórico do significado de afetividade à educação
e a relação dos aspectos afetivos no processo de aprendizagem, apresentando as colocações
dos autores acima citados sobre a afetividade e sua relevância para o processo de ensinoaprendizagem.
No próximo momento apresenta-se a relação professor e aluno na construção
da aprendizagem do adolescente o que busca mostrar o ensino significativo relacionado com o
desejo de aprender, bem como, apresentar a Escola Pública do Ensino Médio e os Parâmetros
Curriculares Nacionais para analisar como esses alunos são orientados profissionalmente
considerando a visão da escola, família e sociedade. A metodologia desenvolvida neste
trabalho foi realizada por meio de uma pesquisa de campo na qual se investigou as práticas de
professores e alunos no cotidiano escolar, as suas percepções sobre a afetividade, sobre o
vínculo professor-aluno e a influência que tais aspectos trazem para a aprendizagem dos
mesmos. Tendo como população alunos e professores do Ensino Médio de uma Escola da
Rede Pública Estadual de Ensino da cidade de Fortaleza, capital do Estado do Ceará. A
pesquisa foi realizada numa Escola do Ensino Fundamental e Médio localizada
geograficamente próximo à pesquisadora, uma escolha feita aleatoriamente, pelo facto da
escola servir aos méritos da pesquisa, favorecendo a coleta dos dados, sem outros motivos que
possam influir nas respostas, ou direcionar a pesquisa para os seus resultados. Conclui-se que
os professores e alunos que foram investigados nesta pesquisa deram claros sinais de que a
afetividade precisa ser incluída como prioridade na relação pedagógica professor-aluno e no
ambiente escolar, embora também se possa inferir que os problemas no espaço educacional
possam ser minimizados e, com o tempo, até deixar de existir se todos os envolvidos na
questão educacional: governantes, gestores educacionais, professores e alunos passarem a
considerá-la como tal e a trabalhar conjuntamente por sua aplicação no contexto educacional.
In order to evaluate the importance of affection on pedagogical teacher-student relationship, this research has been developed in two periods. The first has been trying, through a bibliographical study, analyze the knowledge that exist in literary collections about that relevance and, among these literatures was selected as benchmark of this research the authors Pichon-Rivière (2016), Vygotsky (2008), Piaget (2003; 2013), Wallon (1981; 2007), Cabral (2012) and Saltini (2008), among others, who have studied the issue about the relationship between the affective ties, the conceptions of students and teachers for meaningful learning the construction of affective and cognitive structures between student-high school teacher and relevance of emotions in the Act of learning. Initially makes a synthesis of how the historical process of the meaning of affectivity education and the relationship of affective aspects in the learning process, showing the positions of the authors mentioned above about the affection and your relevance to the teaching-learning process. In the next moment the teacher-student relationship in the construction of adolescent learning what search show significant education related to the desire to learn, as well as presenting public school high school and the National curricular parameters to analyze how these students are professionally-oriented whereas the vision of school, family and society. The methodology developed in this work has been carried out through a field research which investigated the practices of teachers and students in school everyday, their perceptions about the affection, on the teacher-student bond and the influence that these aspects bring to learning. With the population of high school students and teachers of the School of Public Education Network of the city of Fortaleza, capital of Ceará. The survey was conducted in primary and secondary education school located geographically close to the researcher, a choice made at random, because the school serve the merits of research, data collection, no other reasons that may influence on the answers, or to direct the search for your results. It is concluded that the teachers and students who were investigated in this study gave clear signs that the affection need to be included as a priority on teaching and teacher-student relationship in the school environment, although one can infer that the problems in the educational space can be minimized and, over time, to cease to exist if everyone involved in the educational issue-rulers , educational managers, teachers and students – to consider it as such and to work together for your application in the educational context.
In order to evaluate the importance of affection on pedagogical teacher-student relationship, this research has been developed in two periods. The first has been trying, through a bibliographical study, analyze the knowledge that exist in literary collections about that relevance and, among these literatures was selected as benchmark of this research the authors Pichon-Rivière (2016), Vygotsky (2008), Piaget (2003; 2013), Wallon (1981; 2007), Cabral (2012) and Saltini (2008), among others, who have studied the issue about the relationship between the affective ties, the conceptions of students and teachers for meaningful learning the construction of affective and cognitive structures between student-high school teacher and relevance of emotions in the Act of learning. Initially makes a synthesis of how the historical process of the meaning of affectivity education and the relationship of affective aspects in the learning process, showing the positions of the authors mentioned above about the affection and your relevance to the teaching-learning process. In the next moment the teacher-student relationship in the construction of adolescent learning what search show significant education related to the desire to learn, as well as presenting public school high school and the National curricular parameters to analyze how these students are professionally-oriented whereas the vision of school, family and society. The methodology developed in this work has been carried out through a field research which investigated the practices of teachers and students in school everyday, their perceptions about the affection, on the teacher-student bond and the influence that these aspects bring to learning. With the population of high school students and teachers of the School of Public Education Network of the city of Fortaleza, capital of Ceará. The survey was conducted in primary and secondary education school located geographically close to the researcher, a choice made at random, because the school serve the merits of research, data collection, no other reasons that may influence on the answers, or to direct the search for your results. It is concluded that the teachers and students who were investigated in this study gave clear signs that the affection need to be included as a priority on teaching and teacher-student relationship in the school environment, although one can infer that the problems in the educational space can be minimized and, over time, to cease to exist if everyone involved in the educational issue-rulers , educational managers, teachers and students – to consider it as such and to work together for your application in the educational context.
Descrição
Orientação: Marisa Pascarelli Agrello ; co-orientação: José Viegas Brás
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, AFETIVIDADE, RELAÇÃO PEDAGÓGICA, PROCESSO DE ENSINO-APRENDIZAGEM, ENSINO SECUNDÁRIO, EDUCATION, AFFECTIVITY, PEDAGOGICAL RELATIONSHIP, TEACHING-LEARNING PROCESS, SECONDARY EDUCATION, BRASIL, BRAZIL