A afetividade na relação pedagógica: concepções de alunos(as) e professores
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2014
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O presente trabalho analisa as concepções de alunos (as) e professoras, sobre a afetividade na relação pedagógica, numa escola de rede pública de Natal (RN), Brasil. A pesquisa procura examinar, numa abordagem qualitativa, alguns conceitos e aspectos concretos vivenciais, que permitam compreender melhor as dimensões afetivas no contexto da sala de aula entre professor e alunos. Para isso, são inquiridos professoras, alunos (as), além da literatura cientifica que trata da temática, até mesmo, por se tratar também de uma pesquisa bibliográfica. A intenção, na verdade, foi ilustrar este estudo com as mais diversas ideias e pensamentos dos pressupostos da Teoria do Desenvolvimento, em sua abordagem interacionista, dentro de uma perspectiva sócio histórica, que enfatiza o aspecto das emoções nas construções do conhecimento contemplando o sujeito nos aspectos biopsicossocial e emotivo, o que nos estimulou a desenvolver uma série de tópicos neste estudo esboçado. Nesta perspectiva, teóricos apontam que a afetividade na relação pedagógica é essencial para o desenvolvimento intelectual de seus agentes sociais, capaz de promover avanços tanto no ensinar, quanto no aprender, por ser um objeto importante para se pensar os passos do afeto, no contexto da sala de aula, seus acessos e possibilidades. Em nossa pesquisa, a partir da dimensão teórica e do campo empírico trabalhado, buscamos mostrar a afetividade enquanto valor social, acreditando ser ela uma contribuição fundamental entre professor e alunos, capaz de possibilitar laços positivos na relação dos sujeitos, que deve ser vista como um jogo de trocas simbólicas de forma respeitosa, definindo o lugar de cada um, para que, nesta relação, professor e alunos possam assumir a posição de seres comprometidos um com o outro.
The study analyzes the concepts of learners and teachers about the pedagogical relationship affectivity, a school of public Natal (RN), Brazil. The research seeks to examine, in a qualitative approach, some concepts and practical aspects, allowing better understand the affective dimensions in the context of the classroom between teacher and students. To do so, are consulted teachers, students, in addition to the scientific literature dealing with the issue, even as it is a literature search. The intention actually was to illustrate this study with many different ideas and thoughts of the Theory of Development, in its interactionist approach, within a socio-historical perspective, which emphasizes the aspect of emotions in the construction of knowledge covering the subject biopsychosocial aspects and emotive, which encouraged us to develop a range of topics outlined in this study. In this perspective theorists suggest that affectivity in the pedagogical relationship is essential to the intellectual development of their social agents capable of promoting advances both in teaching, and in learning, being an object important to think about the steps of affect in the context of the room class, and their access possibilities. In our research, we show affection while social value, believed to be a key contribution between teacher and students, capable of providing positive links in the relationship of the subject, which should be seen as a set of symbolic exchanges in a respectful manner, defining the place of each one, so that, in this respect, teacher and students can take the position of being committed to each other.
The study analyzes the concepts of learners and teachers about the pedagogical relationship affectivity, a school of public Natal (RN), Brazil. The research seeks to examine, in a qualitative approach, some concepts and practical aspects, allowing better understand the affective dimensions in the context of the classroom between teacher and students. To do so, are consulted teachers, students, in addition to the scientific literature dealing with the issue, even as it is a literature search. The intention actually was to illustrate this study with many different ideas and thoughts of the Theory of Development, in its interactionist approach, within a socio-historical perspective, which emphasizes the aspect of emotions in the construction of knowledge covering the subject biopsychosocial aspects and emotive, which encouraged us to develop a range of topics outlined in this study. In this perspective theorists suggest that affectivity in the pedagogical relationship is essential to the intellectual development of their social agents capable of promoting advances both in teaching, and in learning, being an object important to think about the steps of affect in the context of the room class, and their access possibilities. In our research, we show affection while social value, believed to be a key contribution between teacher and students, capable of providing positive links in the relationship of the subject, which should be seen as a set of symbolic exchanges in a respectful manner, defining the place of each one, so that, in this respect, teacher and students can take the position of being committed to each other.
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Orientação: Manuel Tavares Gomes
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, AFETIVIDADE, RELAÇÃO PEDAGÓGICA, RELAÇÃO PROFESSOR-ALUNO, EDUCATION, AFFECTIVITY, PEDAGOGICAL RELATIONSHIP, TEACHER-STUDENT RELATIONSHIP