Made available in DSpace on 2015-04-22T21:55:39Z (GMT). No. of bitstreams: 1 Micherlangela Barroso Rocha.pdf: 532215 bytes, checksum: f8d915a36f4665d341a9a03fd313552b (MD5) Previous issue date: 2011-09-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The status in which does occur the teaching-learning process must be analyzed both in pedagogical and psychological aspects in order to comprehend the causes associated to the implied difficulties in this process which must be considered when focusing researches and assessment of social interactions happening into classroom. The research also addresses the thematic of social interactions taking place in the higher education that is understood in this study as the interaction between teachers and students in the context of undergraduate classrooms in a course of pedagogy of a private university located in the municipality of Manaus, State of Amazonas, Brazil. As for decipher the genesis of the learning process in a formal setting it is necessary to interpret the interactive, communicative and metacommunicative processes occurring at different times and spaces where the subjects are found. It is intended then, to make an analysis in relation to the quality of social interactions drawn in the context of the higher education in Manaus. For such a task, the present study uses a focal group technique in order to achieve the proposed objectives. Based on Vygotsky socio-historical approach, this study examines how the interactive process act as mobilizers of the construction of knowledge based on convergent as well as divergent interactions, especially in talks related to the objectives and progress of educational activities. It is a unique problem, due to the scarcity of such studies, particularly in Brazil, where in general, educational research is focused on the elementary school which causes concern to some academics that in their majority have technician skills, lacking, consequently, great knowledge on the matter of the human interactions taking place inside classroom. / As circunstâncias em que se dá o processo ensino-aprendizagem devem ser analisadas, tanto em seu aspecto pedagógico, quanto psicológico, a fim de que se possam compreender as causas concernentes às dificuldades que estão implícitas nesse processo e que devem ser consideradas quando se trata de pesquisar ou avaliar as interações sociais que acontecem em sala de aula. A pesquisa aborda a temática das interações sociais que acontecem, também, no Ensino Superior, entendido, neste estudo, como a interação que ocorre entre docentes e discentes no contexto de salas de aulas do curso de graduação em Pedagogia de uma determinada universidade privada localizada no município de Manaus/AM. Para decifrar a gênese dos processos de aprendizagem em um ambiente formal é necessário decifrar os processos interativos, comunicativos e metacomunicativos, que ocorrem nos diferentes momentos e espaços em que os sujeitos se encontram. Pretende-se, portanto, fazer uma análise acerca da qualidade das interações sociais envolvidas no contexto da sala de aula do ensino universitário em Manaus. Para tal tarefa, o presente estudo utiliza a técnica do grupo focal a fim de atingir os objetivos propostos. Com base na abordagem sócio-histórica de Vygotsky, o estudo analisa como os processos interativos atuam enquanto mobilizadores da construção do conhecimento ao longo de convergências e divergências nas interações, especialmente nas negociações quanto aos objetivos e desenvolvimento de atividades pedagógicas. Considera-se um problema original, tendo em vista a escassez de estudos dessa natureza, sobretudo no Brasil, onde, em geral, as pesquisas educacionais são voltadas para as séries iniciais, o que causa certa inquietação por parte dos professores universitários, que, em sua maioria, têm formações tecnicistas, faltando-lhes, portanto, maior compreensão a respeito das interações humanas que ocorrem em sala de aula.

Estudos recentes apontam a importância das interações entre professores e alunos no contexto escolar de forma geral. Este trabalho buscou investigar a percepção de alunos do Ensino Médio acerca da interação com seus professores na sala de aula, como percebem o relacionamento com o professor, o que esperam do professor, o que lhes agrada/desagrada na interação com os docentes. Além disso, analisou os modos de interação entre professores e alunos tais como acontecem no cotidiano institucional. Efetuou uma pesquisa qualitativa de tipo etnográfico através de observações participantes em quatro salas de aula de uma escola de Ensino Médio e entrevistas grupais com os alunos voluntários dessas salas. A pesquisa foi desenvolvida numa Escola Estadual de Ensino Fundamental e Médio localizada numa cidade do interior do Estado de São Paulo. Participaram da pesquisa 07 professores e os alunos de quatro salas de aula do referido nível de ensino, totalizando aproximadamente 160 alunos. Para a realização das entrevistas, todos os alunos das salas observadas foram convidados e os participantes foram voluntários. Estabelecemos como critério de categorização do material coletado o seu conteúdo. Desse modo, os resultados foram divididos em dois grupos: a primeira parte trata dos dados referentes ao contexto institucional e às entrevistas com os alunos, e a segunda parte analisa as interações observadas pela pesquisadora em sala de aula. Os resultados da primeira parte evidenciaram que, para os alunos, existem diferentes modos de o professor exercer o poder disciplinar na sala de aula como forma de controle e produção de subjetividades. Aparece a figura do professor amigo, do professor que tem firmeza para ensinar, dentre outros. A partir das observações em sala de aula, emergiram três cenários. No primeiro, vemos o exercício do poder disciplinar de maneira intensa e permanente, para obtenção de um tipo específico de aluno o robô. Já no segundo cenário, aparecem confrontos em que ou o professor ou o aluno precisam se retirar da sala de aula. No terceiro cenário, observamos uma diferenciação na interação professor-aluno na qual não acontece a sujeição total do aluno tampouco este parte para o confronto. Portanto, os resultados apontam para as interações desenvolvidas na escola como dispositivos disciplinares, tais como descritos por Foucault, mas revelam também as invenções ou linhas de fugas que se constituem nos limites deste dispositivo, tal como prevê Deleuze. / Recent studies show the importance of classroom interaction in schools. This study investigated High School students perception about their interaction with teachers inside the class. It focused on what students expect from a teacher, and what they like/ dislike when interacting with a teacher. A qualitative research ethnography was made by observing the participants in four High School classrooms and group interviews with voluntary students from these classrooms. The research was conducted in a State Elementary and High School in a Sao Paulo State city. Participating in the research were seven teachers and the students of four different classrooms referring to the learning level, totaling around one hundred and sixty students. The content and gathered material were established as a criterion. This way the results were divided in two groups: the first part was referent data to the institutional context and students interviews and, the second part analyzed the interactions observed with students by the researcher inside the classroom. Results from the first part show that for the students, there are different ways for the teacher to exert power of discipline inside the class as a way to control them. The teacher-friend, firmness to teach teacher figures show, amongst others. From classroom observation three scenes emerged. In the first one, we see the exercise of discipline power in an intense and permanent way to get a specific type of student the robot student. In the second scene, confrontation shows and in this case, student or teacher may have to leave the class. Third scene we observed a differentiation in the interaction between student teacher in which the student does not question the teacher so there is no confrontation. The results point to the developed interactions in School as a device to discipline, as described by Foucault but they also show the lines off light or inventions that are within the limits of devices as required Deleuze.

A partir de estudos na área de ensino-aprendizagem de línguas estrangeiras relacionados à autonomia do aprendiz, à evolução dos métodos de ensino de línguas estrangeiras, ao papel do aluno e do professor na pedagogia do pós-método e ao ensino de estratégias de aprendizagem, este trabalho foi desenvolvido com o intuito de se verificar, em uma turma multisseriada de alemão do projeto Centro de Estudos de Línguas da Secretaria Estadual de Educação de São Paulo, se o desenvolvimento da autonomia do aprendiz, favorecido por ações que promovam o incentivo à autonomia, tem um aumento perceptível. A pesquisa foi desenvolvida em três etapas: uma fase inicial, na qual foi verificado o nível inicial de autonomia dos participantes, por meio de uma observação de uma atividade de produção textual e de questionários; uma fase de intervenção, na qual foram propostas atividades que tinham por objetivo o estímulo do desenvolvimento da autonomia; e uma fase final, na qual foi verificado, também por meio de uma observação e de um questionário, o nível de autonomia dos participantes após a intervenção. Os dados obtidos foram analisados e comparados entre si para possibilitar a verificação pretendida. / Taking account of studies in foreign languages teaching and learning area associated to learner autonomy, teaching methods development, the role of student and teacher in the post method pedagogy and the teaching of learning strategies, this study was conducted in order to verify, if the development of learner autonomy has a discernible increase, when incited by actions that promote autonomy in a multisseriate group of the project Centro de Estudos de Línguas (\"Center of Language Studies of the São Paulo State Secretary of Education). The research was conducted in three stages: an initial phase in which we have measured the initial level of autonomy of the participants, through an observation of a textual production activity and questionnaires; intervention phase, in which we have proposed activities that were aimed to impulse the autonomy development; and a final stage, in which the autonomy level of the participants after the intervention was also checked, through observations and questionnaire. The data were analyzed and compared to enable the intended proofing.

Cette thèse analyse les parcours des acteurs depuis la naissance de leur vocation jusqu’à leurs débuts professionnels, à partir de l’étude de leurs propres discours (récits autobiographiques, journaux personnels, correspondances, entretiens). La profession théâtrale est, depuis son apparition au XVe siècle, l’objet de considérations sociales ambivalentes pesant sur la décision de devenir acteur : longtemps accusé de moeurs dissolues mais acclamé par le public, le comédien est, par l’exercice professionnel d’une activité singulière, appelé à la fois à se marginaliser et à rejoindre une élite. S’il revendique, dès le XVIIIe siècle, une démarche désintéressée dans le but de réhabiliter sa fonction, l’apparition du metteur en scène comme protagoniste de l’entreprise théâtrale au tournant du XXe siècle, va imposer un idéal artistique commun à tous les membres de la troupe, derrière lequel doivent souvent s’effacer les motivations personnelles. À cette période, le Conservatoire d’Art Dramatique, seule école existante, est accusé d’inciter les élèves au cabotinage, aussi cet idéal devient-il un enjeu pour de nouvelles formations d’acteurs. Au sein des écoles et troupes d’avant-garde, l’élève-comédien est confronté à la démarche artistique et éthique de celui qui, à ses yeux, devient un maître. Puis, au cours du siècle, une très large offre de formation apparaît : des écoles supérieures aux espaces alternatifs d’expérimentation (théâtre étudiant, troupes semi-professionnelles), le parcours initiatique est aujourd’hui jalonné de confrontations avec des enseignants et metteurs en scènes différents. Si la démarche d’apprentissage et de création du jeune acteur implique qu’il accorde sa confiance à ces derniers et adhère aux expériences qu’ils lui proposent, elle doit également consister, à terme, à rompre avec eux afin d’emprunter le chemin de l’autonomie artistique. / This thesis analyzes the path of actors from the moment their vocation started until their first steps as professional actors, on the basis of their own words (autobiographical stories, personal journal, letters, interviews). Since its appearance in the 15th century, acting as a profession has been subject to ambivalent social interests when it comes to deciding to become an actor. The actor used to be highly touted by the audience despite his being considered as a person of loose values. By choosing an unusual professional path, the actor inevitably needs to marginalize himself and to join an elite. Starting from the 18th century, the actor would claim his choice to be selfless to restore the image of this occupation. But the appearance of the director within the theatrical organization during the 20th century would impose an artistic ideal which needed to be common to all members of the theater company, who thus had to put their personal motivations aside. At the time, the only school in this area, the Academy of Dramatic Arts, was accused of inciting its students to showing off. This ideal thus became a concern for the next generations of schools and trainings. Within avant-garde schools and companies, when learning how to be a professional actor, the student faced the artistic and ethical approach of the person he saw as his teacher. Later on, various schools and trainings appeared: with higher schools or alternative experimental areas (student theater, semi-professional companies), the student now has to deal with several teachers and directors throughout his learning path, who all have their own approach. On the one hand, the teaching approach and the creation process of the young actor implies that he trusts these teachers and directors and accepts to take part to the experiences they offer him. But on a longer term, he/she should also learn to put those aside in order to reach his/her artistic emancipation.

In Chapter One, a systematic literature review was conducted to analyze intervention studies that measured student- teacher relationships (STR). STR are important for all students (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; Hughes, Luo, Kwok, & Loyd, 2008; Pianta & Stuhlman, 2004). Students who have positive relationships that include high levels of closeness with their teachers have better academic, behavioral, and social emotional outcomes (Mihalas, Morse, Allsopp, & McHatton, 2009; Roorda, Koomen, Spilt & Oort, 2011). In addition, students who have relationships with their teacher that are high in conflict are more likely to demonstrate negative behavior, social skills and academic achievement (Murray & Greenberg, 2001; Pianta & Stuhlman, 2004). Fourteen intervention studies were synthesized in this systematic literature review to identify strategies that can be used in the classroom to improve STR. Ten strategies were represented in two or more studies that had a positive impact on STR: (a) specific praise and positive feedback, (b) direct student intervention, (c) de-escalation by ignoring or redirecting, (d) increased one-to-one time, (e) helping students change their representational models, (f) adjusting the teachers representational models, (g) tangible reinforcement, (I) parent involvement, and (j) morning meetings. One intervention in Chapter One that improved STR was dialogue journaling (DJ). DJ is an ongoing, personal, and interactive written conversation between the teacher and student. Previous research suggests that DJ has the potential to help students and teachers improve their relationships as they develop a personal connection that is mutually respectful. DJ also has the potential to reduce students’ disruptive behavior, improve their interactions with the teacher, and enhance their writing skills. In Chapter Two, a multiple baseline across participants single-case design study was conducted to examine the relationship between DJ and disruptive behavior, teacher praise, writing length, writing quality, and STR with four middle school students with emotional and behavior disorders in a therapeutic school. Students responded to journal prompts or wrote to a topic of their choosing during baseline and maintenance. During intervention, students and teachers corresponded in writing through the dialogue journals. A functional relation was found between DJ and disruptive behavior, but not between DJ and teacher praise, STR or writing skills. However, there was an effect demonstrated between DJ and writing length for two students. In addition, three of the four students reported an increased perception of teacher-student relationships. Students and teachers expressed satisfaction with the intervention. Limitations and future directions are discussed.

Orientador: Ines Signorini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-08T02:17:50Z (GMT). No. of bitstreams: 1 Bazarim_Milene_M.pdf: 1574722 bytes, checksum: 85eb6ea3d823b0cf3db4bae81f37a5d4 (MD5) Previous issue date: 2006 / Resumo: Este trabalho apresenta os resultados de uma investigação sobre a construção da interação em mensagens escritas trocadas entre mim, enquanto professora, e meus 98 alunos de uma escola pública da periferia de Campinas-SP. Trata-se de uma investigação de cunho qualitativo na qual a geração dos registros foi orientada pela metodologia da pesquisa-ação. As 189 mensagens que constituem o corpus foram geradas durante o mês de novembro de 2004, sendo que 125 foram produzidas por mim e 64 pelos alunos de quinta e sexta séries. Inicialmente, essas mensagens eram curtas e visavam estabelecer um contato amigável entre professora e alunos. À medida que os alunos foram respondendo, as mensagens foram se individualizando, tornando-se mais longas e se aproximando do gênero carta pessoal. A troca de mensagens foi uma atividade extraclasse e os textos assim produzidos não foram objeto de correção ou discussão em sala de aula. As análises revelaram que nessas mensagens, embora os papéis institucionais de professora e aluno não tenham sido apagados, houve deslocamentos significativos e de grande interesse para a reconfiguração do contexto sociointeracional da sala de aula, pois procurei me construir como um interlocutor interessado no que o aluno teria a dizer sobre si mesmo e sobre a escola. Desse modo, a interação estabelecida escapa aos padrões escolares vigentes naquela instituição sem, contudo, deixar de ter um caráter institucional e pedagógico importante para o letramento do aluno, uma vez que houve também a mobilização de recursos lingüístico-discursivos necessários à interação via carta / Abstract: The present dissertation presents the results of a research on the accomplishment of interaction through the exchange of written messages between myself, as a teacher, and my 98 students in a peripheral public school in the city of Campinas, SP. It is a qualitative-driven research, and the generation of registers was based on the action-research methodology. The 189 messages comprising the corpus were written during November, 2004. From such amount, 125 were written by me, and 64 by the fifth and sixth grade students. At first, such messages were short, and aimed at making a friendly contact between teacher and students. As long as the students started answering, the messages became individualized, longer, resembling the personal letter genre. The exchange of messages was an extra activity, and the texts written in such context were not object of correction or class discussion. The analyses show that in such messages, even though the institutional roles of teacher and student were not erased, there were remarkable displacements, which are of great interest for a change in the sociointeractional classroom context, since I attempted to posit myself as an interlocutor who is interested in the student opinion on herself and on the school. Therefore, the accomplished interaction differs from the patterns which are common in such school. Such interaction has an important institutional and pedagogic feature, contributing to the student¿s literacy, once it could be observed the use of linguistic-discursive resources necessary to the interaction through letters. Keywords: Student-teacher interaction, literacy, action-research / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

Students who are engaged in their high school environment have higher graduation rates, fewer discipline problems, and lower delinquency rates. In addition, students who are connected to teachers and involved in extracurricular activities consistently experience positive outcomes. However, although the benefits of school resources such as extra-curricular activities and connections to supportive individuals during high school have been well documented, the factors influencing utilization of these resources have not yet been established. Given the known benefits of activity participation and connection to supportive individuals in school settings, and the voluntary nature of their utilization, it is important to investigate factors influencing students' decision to use these resources. The current study investigated potential barriers and facilitating factors for high school students' activity involvement and support seeking from school personnel. Survey data were collected from 1522, 9-12th grade students in four Pinellas County high schools. Questions regarding students' school, family, and social relationships were assessed via psychometrically valid scales, district records, and items created collaboratively with school district administrators for this specific project. Results were analyzed using bivariate correlations and hierarchical multiple regression. Race, free/reduced lunch status, parent involvement and psychological distress were among the strongest correlates with the support seeking outcomes whereas gender, race, free/reduced lunch status, global self worth, self esteem, antisocial peer group, and perceived school support were among the variables most strongly correlated with the activity involvement outcomes. All significant relationships found were in the predicted direction with barrier variables leading to lower levels of school engagement and facilitating factors leading to higher levels of school engagement. Contrary to the hypotheses, the selected barriers and facilitating factors did not contribute to a significant amount of variance above that accounted for by gender, race, and free/reduced lunch status. In general, males, students receiving free/reduced lunch, and black students had the lowest rates of school engagement. The current results add to existing literature by showing that students who would benefit most from positive assets such as support seeking from adults at school and activity involvement are least likely to engage in the behaviors.

Relationen mellan elev och lärare i grund- och gymnasieskolan och dess betydelse för eleverna är ett stort forskningsområde, motsvarande relation i högre utbildning har dock inte undersökts i samma omfattning och särskilt inte utifrån Leader-Member exchange teorin. Syftet med denna studie var att med hjälp av intervjuer identifiera, belysa och analysera tidigare studenters upplevelser av student-lärarrelationen utifrån LMX-teorin. Studien har en kvalitativ ansats med semistrukturerade intervjuer. Respondenterna har tidigare genomfört en distansutbildning inom det samhällsvetenskapliga området. Av resultatet framgår att respondenterna har något skilda upplevelser av student-lärarrelationen och att behovet av en god och nära relation med lärarna varierar, men att den i huvudsak upplevts som positiv och betydelsefull för bland annat respondenternas motivation. Däremot upplever respondenterna att distansformen utgör ett hinder för att skapa dessa relationer samt att de inte får bli för nära då studenten befinner sig i beroendeställning. Resultatet bekräftar till stor del tidigare forskning på området. Fortsatt forskning kring student-lärarrelationen ur ett LMX-perspektiv, under en längre tidsperiod och med fler deltagare skulle kunna bidra till ökad förståelse för hur dessa relationer skapas och utvecklas över tid samt vilken betydelse dessa har för studenterna, särskilt för distansstudenter. / <p>Betygsdatum 2021-06-07</p>

The purpose of this study is to examine whether the relationship between social science teachers and their students are affected by the presence and usage of computers and smartphones in the classroom. Since there are no studies examining this aspect of education prior to this one, the aim is to identify potential aspects that could be interesting for further studies to be able to conclude if the relationship is affected by the digital devices. Five upper secondary school teachers in social science have been interviewed for the purpose. The interviews concluded that the digital devices have a greater tendency to distract students, leading to possible conflicts between teachers and students. Furthermore, the teachers pointed out possible complications due to the way students now gather information, for example questioning of authority. The effective information gathering could on the other hand also lead to better classroom discussions which affected the relationship in a positive manner. Additionally, the interviewed teachers informed about students having an increased sense of infringement which was acknowledged during discussions about social topics, teachers feeling an increased sense of exposure due to the possibility of being taped or filmed by the digital devices, as well as the impossibility of maintaining or creating a relationship with students through the screen during the period of distance learning. Since the prerequisites for this study are not enough for generating an overall ensuring conclusion, the result should only be used as inspiration for further studies on the subject.

The importance of a positive, caring relationship with students in the classroom is under-researched in mathematics education. Research shows that a positive student-teacher relationship can have many long-term positive results for the student. Many of these results directly impact a student's productive disposition towards mathematics. At-risk students are in greater need of positive relationships and an increase in productive disposition. Using Joan Tronto's (1993) elements of care, I examine the student perspective of these kinds of relationships and how the student sees development of their own productive disposition.