The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

Orientador: Olga Maria P. Rodrigues / Banca: Silvia Regina Ricco L. Sigolo / Banca: Kester Carrara / Resumo: A escola desempenha importante papel na socialização da criança, proporcionando diversas experiências, com repercussões diferentes na vida do indivíduo que por ela passa, sendo que o período escolar pode interferir diretamente sobre os comportamentos futuros do indivíduo e acometendo outras instâncias como relacionamento com colegas e com a família. A literatura aponta para correlações entre o baixo rendimento acadêmico e a emissão de problemas de comportamento, mas também traz como uma variável importante as relações estabelecidas entre professores e alunos. O objetivo deste trabalho foi verificar os efeitos de uma intervenção com professores sobre os repertórios comportamental e acadêmico de alunos. Participaram deste estudo quatro professores do Ciclo I do Ensino Fundamental, de uma escola estadual de um município do interior do estado de São Paulo. Essas professoras foram solicitadas a indicar cinco alunos de sua sala com problemas de comportamento (GI) e tiveram outros cinco sorteados (GS) cada uma, totalizando 40 alunos. O instrumento utilizado para obter o rendimento acadêmico foi o Teste de Desempenho Escolar (TDE) e para verificar o repertório acadêmico as professoras responderam ao Questionário de Comportamentos Socialmente Adequados para professores (QCSA-PR) e a Escala de Comportamentos Infantis (ECI). O procedimento constou de cinco etapas: Etapa Preliminar - procedimentos éticos e caracterização dos participantes; Etapa I - avaliação do rendimento acadêmico e comportamental dos alunos: Etapa II - Intervenção através do curso "O Manejo Comportamental do Professor em Sala de Aula"; Etapa III - Reavaliação do rendimento acadêmico e comportamental dos alunos e Etapa IV - Devolutiva e avaliação do processo. Como principais resultados temos que a maioria dos alunos de GI e de GS, tanto na Etapa I quanto na Etapa III tiveram desempenhos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The school has a major role on the child's socialization, providing various experiences, with different repercussions on the individual's life, whereas the school period can have a direct impact on the individual's future behavior and relating to other areas such as the relationship with colleagues and family. The literature points out to correlations between low academic development and the emission on behavior problems, but also brings an important variable on the relations established between teachers and students. The objective of this work was to verify the effects of an intervention with teacher, about the repertoire of behavioral and academic students. For this reason, four teachers of the first cycle of Basic Schooling have participated, from a small city state school in São Paulo. These teachers were asked to indicate five students from their classroom, with behavior problems (GIC), and other five students randomly selected, each one, with the total of 40 students. The instrument used to obtain academic output was the School Output Test (TDE), and to verify academic repertory, the teachers answered to a Questionnaire of Socially Adequate Behavior for teachers (QSCA-PR), and the Scale of Infantile Behavior (ECI). The procedure was composed of five stages: Preliminary Stage-ethical procedures and characterization of participants; Stage I- Evaluation of Academic Output and Behavior: Stage II- Intervention through the course "the Conduct Manage of the Teacher in the Classroom: ; Stage III - Reevaluation of Academic Output and Behavior of students and Stage IV - Delivery and process evaluation. The main results show that most of the GI and GS students, both in the Stage I and Stage III had academic output considered inferior to the their expected average level. But GS had superior academic output compared to GI, as well as being better evaluated on the QSCA-PR and ECI... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2016-06-02T19:39:58Z (GMT). No. of bitstreams: 1 745.pdf: 779382 bytes, checksum: dedd462fafcc61f05576747bf5e8c2bb (MD5) Previous issue date: 2005-03-11 / This work is inserted in an investigative line, guided by a cognitive learning framework, seeking to understand how speech, in the teaching environment, has impact upon the learning process of students. Using as outline suggested questions from the teacher in participative lectures and the reactions to the students responses, this investigation aimed to answer two questions: a) How does the analysis of the interaction teacher-student in participative lectures enable the identification of possible learning opportunities? b) Which are the variables involved in the process that go from the intentions in teaching practice, to the opportunities of learning offered? To proceed in this analysis, we have sought reference in social-historical psychology authors regarding the caracterization of the thought process and the structure of scientific knowledge ( Petrovsky, 1980; Vygostky, 1993 ); authors who, using as a starting point social-historical psychology, have developed concepts and interpretations on the functions of speech in learning activities ( Scott, 1998; Mercer, 1996; Wegerif et al, 1999 ); authors who deal with forms of relationship in regard to knowledge, as they materialize in the teaching environment ( Edwards, 1997 ). This work is characterized as a descriptive-analytic study of a biology teacher; of qualitative nature, presented in case study format. The data was collected thru means of observation and registry of given lectures as well as an interview with the teacher. Results indicate that the identification of learning opportunities offered by the teacher, by means of interventions, can only be comprehended if articulated to the logics of context ( structure of scientific concepts ) and interaction ( structure of participation, that is, the implied rules that guide the students and teacher s participation in their speech during class). These opportunities sometimes don t correspond to the ones idealized /verbalized by the teacher, as they suffer influence of many variables in the process of materialization in class. Among these are the ones related to the basis of knowledge of the teacher in teaching skills, in terms of knowledge of a specific area as well as in the pedagogic area. A correct articulation between the two types of knowledge can enable a more adequate one between the teacher s interventions and the mental processes necessary to the elaboration of certain scientific knowledge by the students. Beyond that, results also show the utility of theoretical structures, deriving from concepts such as scafolding ( Bruner et al, 1976, apud Scott, 1998 ) for the analysis of concrete situations in teacher-student interaction during participative lectures. / Este trabalho está inserido em uma linha investigava que, pautada em uma abordagem cognitivista da aprendizagem, procura compreender como a fala, nas situações de ensino, têm impacto sobre o processo de aprendizagem dos alunos. Tendo como recorte as questões propostas pelo professor em aulas expositivo-participativas e as suas reações às respostas dos alunos, esta investigação procurou responder a duas questões: a) Como a análise da interação professor-aluno em aula expositivo-participativa possibilita que se identifiquem as oportunidades de aprendizagem oferecidas? b) Quais as variáveis envolvidas no processo que vai das intenções de ensino às oportunidades de aprendizagem oferecidas? Para proceder a esta análise, buscamos referências em: autores da psicologia sócio histórica a respeito da caracterização do processo de pensamento e da estrutura dos conhecimentos científicos((Petrovsky, 1980; Vygotsky, 1993); autores que, tendo como ponto de partida a psicologia sócio-histórica, têm desenvolvido conceitos e interpretações sobre as funções da fala em atividades de aprendizagem (Scott, 1998; Mercer, 1996; Wegerif et al, 1999); autores que tratam das formas de relação com o conhecimento tais como se materializam em sala de aula (Edwards, 1997). Este trabalho caracteriza-se como um estudo analítico-descritivo, de natureza qualitativa, apresentado sob a forma de um estudo de caso de um professor de Biologia. Os dados foram coletados por meio de observação e registro das aulas ministradas e entrevista com o professor. Os resultados indicam que a identificação das oportunidades de aprendizagem oferecidas pelo professor por meio de suas intervenções só podem ser compreendidas se articuladas as lógicas do conteúdo (estrutura dos conceitos científicos) e da interação (estrutura da participação, ou seja, as regras implícitas que regem a participação de alunos e professor no discurso em sala de aula). Estas oportunidades, muitas vezes, não correspondem àquelas idealizadas/ verbalizadas pelo professor pois, em seu processo de materialização em sala de aula, sofrem a influência de muitas variáveis, dentre elas as relacionadas à base de conhecimentos do professor para o ensino , tanto em termos de conhecimentos do âmbito específico, quanto do âmbito pedagógico. Uma correta articulação entre estes dois tipos de conhecimento podem levar a uma adequada articulação entre as intervenções do professor e os processos mentais que são necessários à elaboração de determinados conhecimentos científicos pelos alunos. Além disso, os resultados também demonstram a proficuidade de construções teóricas oriundas de conceitos como scafolding (Bruner et al, 1976, apud Scott, 1998) para a análise de situações concretas de interação professor-alunos em aulas expositivo-participativas.

Orientador: Sergio Antonio da Silva Leite / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T19:40:10Z (GMT). No. of bitstreams: 1 Tassoni_ElviraCristinaMartins_D.pdf: 2027685 bytes, checksum: d74a98c83d1f3d1324876dfd7ebc0fdb (MD5) Previous issue date: 2008 / Resumo: Esta pesquisa tem como objetivo identificar a afetividade na dinâmica interativa da sala de aula, envolvendo alunos em quatro diferentes momentos do processo de escolarização ¿ as últimas séries de cada nível de ensino ¿ Infantil 4 (alunos com 6 anos em média), ciclo II/4ª série (alunos com 10 anos em média), ciclo IV/8ª série (alunos com 14 anos em média) e 3º ano do Ensino Médio ( alunos com 17 anos em média). A intenção é discutir o papel da afetividade neste processo, identificando suas diferentes formas de manifestação, demonstrando o processo de transformação pelo qual ela passa. Fundamenta-se na abordagem histórico-cultural, discutindo a natureza social dos processos psíquicos, o entrelaçamento entre processos afetivos e cognitivos, como também a perspectiva de desenvolvimento que os acompanha. Destaca, ainda, a função social das emoções e o papel determinante da afetividade no desenvolvimento da criança, bem como o papel das interações sociais para a construção do conhecimento e da própria pessoa. A coleta de dados baseou-se em observações realizadas em sala de aula, envolvendo 8 professores e 51 alunos das quatro séries citadas, numa escola da rede particular em Campinas (São Paulo/Brasil). Utilizou-se o procedimento da autoscopia que consiste na realização de vídeogravações dos sujeitos envolvidos e, posteriormente, submetê-los à observação do material filmado. Registrou-se, através da câmera de vídeo, a dinâmica interativa da sala de aula e, após uma etapa inicial de seleção das imagens e identificação dos sujeitos, estes foram convidados a assistir o material editado. Durante as sessões de autoscopia, os sujeitos eram incentivados a fazer comentários a respeito das práticas pedagógicas, envolvendo a atuação dos professores. Desta maneira, foi possível identificar, nos comentários dos alunos sobre a prática docente, as diversas formas de manifestação da afetividade em cada momento do processo de escolarização, bem como as mudanças que se observaram nas diferentes idades. Tais comentários foram organizados em oito núcleos de significação, segundo os sentidos atribuídos pelos sujeitos às práticas pedagógicas da sala de aula. Os núcleos referem-se aos seguintes aspectos: formas do professor ajudar o aluno, formas do professor falar com o aluno, atividades relevantes destacadas pelos alunos, outras aprendizagens indo além dos conteúdos, formas do professor corrigir e avaliar, aspectos da prática pedagógica que repercutem na relação do aluno com o objeto de conhecimento, a própria relação do professor com o objeto de conhecimento e os sentimentos e percepções dos alunos em relação ao professor / Abstract: This research aims to identify the affection in the interactive dynamics of the classroom, involving students in four different moments of the educational process ¿ the latest grade of each level of education - kindergarten (students around 6 years old), elementary school ¿ 4th grade (students around 10 years old), 8th grade (students around 14 years old) and high school (students around 17 years old). The intention is to discuss the role of affection in this process, identifying its various forms of expression, demonstrating the process by which it goes through, acquiring different forms of expression. The research is based in the historical-cultural approach, discussing the social nature of mental processes, the relationship between affective and cognitive processes and the character of development that accompanies it. It highlights the crucial role of emotions and affection in the child¿s development, as well as the role of social interactions in developing knowledge and people. The data collection was based in classroom observations, involving 8 teachers and 51 students of the four grades mentioned above, in a private school in the city of Campinas (São Paulo/Brazil). The autoscopia procedure was utilized, which consists of holding video-recordings of the individuals involved and submitting these individuals to the observation of the material recorded. A video camera was used to record the interactive dynamics of the classroom and after an initial stage of selection of images and identification of the individuals, they were invited to see the edited material. During the autoscopia sessions, the individuals were encouraged to make comments about what they saw. Thus, it was possible to identify, by the comments of the students, the various forms of affection expressed in every moment of the educational process, as well as the differences that were observed in different levels of education. Such comments have been organized into eight clusters of meaning, according to the meanings the individuals assigned to the teaching practices in the classroom. The clusters of meaning relate to the following points: the teacher¿s ways of helping the student, the teacher¿s forms to speak to the student, relevant activities highlighted by the students, other learning beyond the contents, the teacher¿s forms to correct and evaluate, aspects of the pedagogical practice that impact in the relationship of the student with the object of knowledge, the teacher's own relationship with the object of knowledge and the student¿s feelings and perceptions in relation to the teacher / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

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Syftet med denna studie är att bidra med en fördjupad förståelse av och kunskap om hur interaktionen mellan en matematiklärare och en högstadieelev på grundsärskolan gestaltar sig när eleven löser problemlösningsuppgifter. Studien har ett sociokulturellt perspektiv. Studiens metod är videoinspelade klassrumsobservationer på en grundsärskolas högstadium. Studiens observationer fokuserar på interaktionen mellan läraren och en specifik elev under matematiklektionerna där fler elever varit närvarande. Frågeställningarna handlar om talutrymme, initiativtagande, hur eleven visar sin matematiska förståelse, lärarens kommunikationsanpassningar utifrån elevens matematiska förståelse och lärarens språkanvändning som ett verktyg respektive hinder för elevens matematiklärande. Studiens resultat visar att både elev och lärare bidrar till formandet av undervisningen. Eleven visar sin förståelse genom att ställa specifika matematiska frågor, att be om bekräftelse, att be om lotsning/vägledning, att vara helt tyst, att svara på ett osäkert sätt, att svara på ett säkert sätt, att instruera sig själv och att ställa nyfikna frågor. I interaktionen anpassar matematikläraren sitt kommunikationssätt efter elevens matematiska förståelse. Lärarens kommunikationssätt är att med vägledande/lotsande frågor, slutna frågor, bekräftelse, beröm och specifika matematiska frågor stödja elevens lärande i matematik.   Denna studie kan bidra till att öka förståelsen för hur interaktionen mellan matematikläraren och enskild elev – i klassrummet med fler elever närvarande är en viktig undervisningsform där läraren får möjlighet att möta den enskilda eleven utifrån elevens individuella kunskaper. / The purpose of this study is to provide in-depth understanding and knowledge of interaction between math teacher and a junior high student at a special education school when the student works on problem solving tasks. The study has a socio-cultural perspective.   The method for the study consists of video recorded observations from the classroom at a junior high special education school. The observations focus on interaction between the teacher and a specific student during math classes where several students are present.   The questions concern the opportunity to speak, initiative, how the student shows his/hers understanding of mathematics, the teacher´s modifications of the communication based on the student´s understanding of mathematics and how the teacher´s use of the language functions of mathematics as a toll or becomes an obstacle for the student´s learning of mathematics.   The student results shows his/her understanding by asking open questions, requesting confirmation, asking for guidance, remaining totally quiet, answering in an insecure or a confident manner, instructing himself/herself an being curious. The math teacher adjusts his/her mode of communication to the student´s understanding of mathematics during the interaction. The teacher´s mode of communication is to support the student´s learning of mathematics through guiding questions, closed questions, confirmation, praise and specific math questions.   This study can contribute to an increased understanding of how the interaction between the math teacher and a single student – with several students present in the classroom – provides an important form of teaching where the teacher has an opportunity to approach the single student baser on that student´s individual knowledge.

本研究以質性分析的方式，探討學齡前融合教育班級師生及同儕互動的情形，以一所台北縣公立幼稚園的一個融合教育班級為研究場域，透過部份參與式觀察與教師訪談蒐集資料，進一步探討特殊教育需求幼兒與一般幼兒之間的互動情形，以及特殊教育需求幼兒與教師之間的互動情形。 研究發現，在特殊教育需求幼兒與一般幼兒之間的互動行為中，多以正向非口語行為為主，同時特殊教育需求幼兒在互動行為上較為被動，互動的內容多與遊戲或學習活動有關，若是在衝突情境則會出現負向非口語的攻擊行為。在特殊教育需求幼兒與教師之間的互動行為中，正向口語行為為主，但時常搭配非口語行為一起進行，互動的內容多與特殊教育需求幼兒的特殊需求以及教學活動有關，在互動行為進行中，教師較為主動，但在求助行為中，則以特殊教育需求幼兒扮演引發互動的角色。而影響互動行為的因素包括有：特殊教育需求幼兒的人格特質、特殊教育需求幼兒的能力、教師的態度與引導、以及一般幼兒的人格特質等。整體而言，在本研究進行的場域中，特殊教育需求幼兒的互動對象較傾向於與成人進行互動，和一般幼兒互動的情形較少出現。 綜合上述研究發現，對於學齡前融合教育的實施，本研究提出具體建議，在特殊教育需求幼兒與一般幼兒之間的互動方面：安排能力較佳且有意願的一般幼兒協助特殊教育需求幼兒進行學習活動、教導解決衝突的策略，以減少負向行為、教導特殊教育需求幼兒與他人互動的方法，並鼓勵他勇於嘗試。在特殊教育需求幼兒與教師之間的互動方面：教學活動時間，兩位教師應盡可能同時參與，以協助特殊教育需求幼兒進行學習，增加互動機會、營造特殊教育需求幼兒主動進行互動的機會。 / The study aims to explore the state of teacher-student and peer interaction in inclusive preschool class setting using a qualitative analysis method focusing on a public inclusive preschool classroom in Taipei County as the research site, with data gathered through a partially participated observation and teacher interviews, to further examine the interaction between preschoolers with special education needs and general preschoolers, and the interaction between preschoolers with special education needs and teachers. The study found that the interaction between preschoolers with special education needs and general preschoolers tends to take place with positive, nonverbal behaviors, while preschoolers with special education needs tend to be more passive in interactive behavior, and the content of interaction is largely related to game or learning activities, but negative, nonverbal aggressive behavior can appear under a conflict scenario. The interactive behavior between preschoolers with special education needs and teachers tends to take place with positive, verbal behavior, and is often coordinated with nonverbal behavior, where the content of interaction is largely related to the special needs and teaching activities of preschoolers with special education needs; in the progression of interactive behavior, the teacher is more active, whereas in help seeking behavior, preschoolers with special education needs tend to enact an interaction-triggering role. While factors that affect the interactive behavior include: the personality attributes of preschoolers with special education needs, the capability of preschoolers with special education needs, the attitude and guidance of the teacher, and the personality attributes of general preschoolers. As a whole, at the site where the study is conducted, the interaction of preschoolers with special education needs tends to lean towards interactive with adults, while the phenomenon is less seen in the interaction with general preschoolers. In recapping the foresaid study findings, when implementing the inclusive preschool education, the study presents a tangible recommendation on the interaction between preschools with special education needs and general preschoolers that it is feasible to arrange general preschoolers with better capability and are willing to facilitate preschools with special education needs to engage in learning activities, spearhead them to conflict-solving strategies, which would help to reduce negative behavior, and show preschoolers with special education needs the means to interact with others, as well as encourage them to try. In the aspect of interaction between preschoolers with special education needs and teacher, it is recommendable that during the time of teaching activities, it is best for two teachers to participate at the same time to facilitate preschoolers with special education needs to engage in learning, enhance the interactive opportunities, and create the opportunity for motivating preschoolers with special education needs to engage in interaction.

Made available in DSpace on 2016-04-28T18:23:26Z (GMT). No. of bitstreams: 1 Rosangela Pereira.pdf: 1186558 bytes, checksum: c949fa600ad80a577c2fa1e3ffea9325 (MD5) Previous issue date: 2007-03-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research originated from issues concerning the relations established in literacy classes to understand why many of the students finishing the first basic level have not developed reading and writing skills. The focus of this study is the teacher-student interaction, since we assume this rapport might be involved in the non-attainment of the expected standards. Our research questions were: what are the interactive moves found in the studied classes? What is the place of students speech in such interactions? Does the teacher s speech work as authoritative or internally persuasive words? Do teachers interventions contribute for ZPD? If so, how? What theoretical assumptions about learning development and literacy methods can be found in the teaching practice? To answer these questions, the present work was developed in a local public school, in which 70% of the students finishing the second year of the first cycle are considered literate. The theories used to approach the subject were the ones developed by authors that focused on the teaching of reading and writing as well as literacy, particularly Ferreiro (1985), Tolchinsky (1995), Terzi (1995), Rojo (1997, 2001, 2005, 2006), Kleiman (2004) and Soares (2004). For interpretative purposes we chose the concepts of authoritative word, internally persuasive word and active responsiveness as elaborated by Bakhtin (1953-1979/2003; 1934-35/1975) and Bakhtin/Volochínov (1929/1981). As for the learning process, we chose to use language as interaction in its socio-historical context as proposed by Vygotsky (1935/1984). His concepts of zone of proximal development and mediation are also used to support the classroom research, together with the interpretations offered by Smolka and Wertsch (1994) and Smolka (1996). The methodology for data collection used observational and interpretational research tools. This research aims at contributing for the discussion about the present conceptions of literacy in the public school network in Brazil / Este trabalho tem origem nas indagações acerca das relações estabelecidas dentro das salas de aula de alfabetização, para compreender porque muitas crianças ao final do Ensino Fundamental I não desenvolveram as capacidades relativas à produção e leitura de textos. Definimos como objeto de estudo a interação entre professores e alunos, uma vez que supomos que essa relação pode estar envolvida neste insucesso. Nosso estudo busca responder as seguintes questões: quais os movimentos interativos encontrados nas salas de aula pesquisadas? Que lugar ocupa a fala do aluno nessas interações? A fala do professor funciona nas aulas como palavra autoritária ou internamente persuasiva? As intervenções feitas pelas professoras contribuem para a construção de ZPD? Como? Quais pressupostos teóricos sobre desenvolvimento de aprendizagem e métodos de alfabetização podem ser distinguidos nas práticas docentes? Para responder a tais questões, a presente pesquisa foi desenvolvida em uma escola pública municipal, na qual 70% dos alunos, ao final do segundo ano do primeiro ciclo, são considerados alfabetizados. No referencial teórico utilizado para responder as questões de pesquisa, recorreremos a autores que realizaram estudos dentro do tema, não só da alfabetização, mas englobando também a concepção de letramento. São eles: Ferreiro (1985), Tolchinsky (1995), Terzi (1995), Rojo (1997, 2001, 2005, 2006), Kleiman (2004) e Soares (2004). Como referencial interpretativo, trabalhamos com os conceitos de palavra autoritária, de palavra internamente persuasiva e atitude responsiva ativa, elaborados por Bakhtin (1953-1979/2003; 1934-35/1975) e Bakhtin/ Volochínov (1929/1981). Para abordar o processo de aprendizagem partimos da compreensão da linguagem como interação em seu contexto sócio-histórico como proposto por Vygotsky (1935/1984). Seus conceitos de zona proximal de desenvolvimento e mediação também servirão de apoio para investigar as interações em sala de aula, associados com as interpretações de Smolka e Wertsch (1994) e Smolka (1996). A metodologia utilizada para a coleta de dados foi a pesquisa observacional e interpretativista. Esta pesquisa destina a contribuir para a discussão sobre as concepções atuais de alfabetização e letramento na rede pública de ensino

Percepções, expectativas e preferências dos professores variam em função de diversos fatores (características do aluno, currículo escolar, regras da escola etc.) e são expressas através de diferentes atitudes diante dos alunos, de modo a exercerem considerável influência no repertório comportamental dessas crianças e adolescentes. Considerando (a) a importância de uma relação positiva entre professor e aluno no decorrer da vida escolar do estudante, (b) as mudanças que ocorrem nesse relacionamento ao longo dos anos, e (c) que mesmo mudanças pequenas na qualidade dessa relação apresentam implicações relevantes para o desenvolvimento do aluno, necessita-se examinar quais fatores se associam a essas modificações. O objetivo geral da pesquisa foi explicitar as variáveis controladoras da rejeição e da aceitação de alunos, relatadas por seus professores, avaliando-se possíveis diferenças entre três níveis distintos de ensino. Especificamente, o estudo visou a (1) comparar as frequências com que os alunos de cada sexo são indicados como aceitos ou como rejeitados pelos professores nos três níveis, (2) comparar as razões alegadas pelos professores ao indicarem os alunos como aceitos ou como rejeitados nos três níveis e (3) identificar possíveis associações entre as razões para aceitação e para rejeição e o sexo dos alunos indicados. Vinte e um professores de 1º ano do Ensino Fundamental I, 16 do 6º ano do Ensino Fundamental II e 28 do 1º ano do Ensino Médio preencheram questionário em que indicaram três alunos que manteriam em sua classe e três que não manteriam, explicitando as razões para tais indicações. Análises inferenciais não apresentaram diferenças entre os sexos dos alunos aceitos e houve pouca associação entre as razões para aceitação e rejeição e o sexo dos alunos. Por outro lado, encontraram-se diferenças nos sexos dos alunos rejeitados nos três anos estudados, com uma proporção maior de meninos rejeitados. Também foram encontradas diferenças nas razões mencionadas para aceitação, havendo um aumento de citações de engajamento nos estudos e redução de citações de disciplina ao longo dos níveis. Por fim, encontraram-se diferenças nas razões citadas para rejeição, com um aumento de citações de falta de engajamento nos estudos e redução de menções de indisciplina. Os resultados sugerem padrões diferenciados de aceitação e rejeição ao longo dos níveis escolares estudados, os quais podem ser utilizados no delineamento de intervenções que tenham por objetivo lidar de modo mais eficiente com os comportamentos dos envolvidos, estabelecendo relacionamentos mais reforçadores para alunos e professores e repertórios socialmente habilidosos nos estudantes / Perceptions, expectations and preferences of teachers differ according to several variables (students characteristics, school curriculum, schools rules etc.) and are expressed by them through different attitudes taken before the students, so that they considerably influence those youngsters behavioral repertoire. Given (a) the importance of a positive relationship between teacher and student in the course of students school life, (b) the changes which occur in this relationship over the years, and (c) that even minor changes in the quality of this relationship have relevant implications for the students development, it is necessary to investigate which factors are associated with those changes. The general aim of this research is to reveal the controlling variables of rejection and acceptance of students, as reported by their teachers, assessing potential differences between three different grade levels. Specifically, the study aimed to (1) compare the frequencies in which the students of each gender are indicated as accepted or rejected by their teachers at the three levels, (2) compare the reasons reported by the teachers to indicate the students as accepted or rejected at the three levels and (3) identify possible associations between the reasons for acceptance and rejection and the gender of the indicated students. 21 teachers of first grade of elementary school, 16 of sixth year of middle school and 28 of ninth grade of high school completed a questionnaire in which they indicated three students they would keep in their class and three students they would not, explaining the reasons for the indications. Inferential analyses did not show differences between the gender of the accepted students, and revealed small associations between the reasons for acceptance and rejection and the sex of the student. Nonetheless, there were differences between the genders of the rejected students, where a higher proportion of rejected boys was found. There were also differences between reasons for acceptance along the different educational levels, where there was an increase in the number of citations to engagement in studies and a reduction in the number of citations to discipline. Finally, we found differences in the reasons for rejection, with an increase in the number of citations to the lack of engagement in the studies, and a reduction in the number of citations to the indiscipline. The results suggest different patterns of acceptances and rejection along the different educational levels, which can be used to delineate interventions that aim to deal effectively with the behavior of the people involved, creating more reforcing interactions for students and teachers and socially skilled repertoires in students