Thesis (MEdPsych)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: Mentorship is a concept that has been with us for many years. Much research has been done about the effects of mentoring programmes on youth, but very little research has been onderlaken on how children and mentors experience mentoring programmes. This study aims to fill this gap in the literature. Qualitative research was done to explore the experiences of mentors and children in a particular mentoring programme. Participatory action research was used to include the participants in the research process. The data were gathered by using drawings and individual interviews with the children as well as the mentors. Through the process of data analysis, three main themes were determined. These themes were intrapersonal factors, interpersonal factors and external factors. The findings showed similarities as well as differences in the experiences of the mentors and the children. The main similarity pertained to the two types of relationship identified by mentors and children. The two types of relationship can be defined as one of friendship and one of authority and respect. The biggest difference in experiences concerned the way in which mentors were much more aware of external factors and how it influenced their experience. Mentors were much more concerned about the amount of time available, the place where they met and games and toys that could be used. For the children, the external factors did not matter as much; they were more excited about the relationship itself. This study aimed to answer the research question and the process brought several other questions to the attention. This study could be used as a reference in further studies about mentor programmes, especially in the South African context where very little research is available about mentor programmes and children’s experiences of these programmes. More research can be done about why the children did not mention the external factors and what that indicates. The reason why more girls than boys participate in the mentor programme and how older children experience the programme could also be researched. / AFRIKAANSE OPSOMMING: Mentorskap is ‘n konsep wat al jare lank deel is van die samelewing. Verskeie studies gedoen oor mentorskapprogramme en die effek daarvan op jeug is reeds gedoen. Min navorsing is egter al gedoen oor hoe kinders en mentors hierdie mentorprogramme ervaar. Die huidige studie is onderneem om ondersoek in te stel na mentors en kinders se ervaring van ‘n mentorprogram, spesifiek in Cloetesville, om sodoende die gaping in die literatuur aan te spreek. Kwalitatiewe navorsing is gedoen om hierdie ervarings te ondersoek en deelnemende aksienavorsing is gebruik om die deelnemers in groter mate by die navorsing te betrek. Data is ingesamel deur tekeninge en individuele onderhoude met die mentors en kinders onderskeidelik. Drie hooftemas vir beide die mentor en kinders het deur die data-analiseproses na vore gekom, naamlik intrapersoonlike, interpersoonlike en eksterne faktore. Die bevindinge het verskille sowel as ooreenkomste in mentors en kinders se ervaring van die mentorprogram aangedui. Beide die mentors en die kinders het hul verhouding op een van twee maniere ervaar. Die grootste verskil was mentors en kinders se siening omtrent die eksterne faktore. Mentors was meer bewus van die eksterne faktore wat hul ervaring beïnvloed as wat die kinders was. Die mentors was meer bewus van die tydsbeperkings, die plek waar mentorsessies plaasvind en die beskikbaarheid van speelgoed en ander hulpbronne. Kinders het die vriendskap as meer belangrik gesien as enige tasbare ding of meer tyd. Hierdie studie het gepoog om die vraag oor hoe mentors en kinders ‘n mentorprogram ervaar, te beantwoord. In hierdie proses het daar ook verskeie ander vrae na vore gekom. Hierdie studie kan daarom bydra tot verdere studies in hierdie rigting, veral in die Suid-Afrikaanse konteks waar daar bitter min inligting beskikbaar is oor mentorskap en, meer spesifiek, oor kinders se ervaring van mentorprogramme. Hierdie studie kan gebruik word om ondersoek in te stel na hoekom kinders so min bewustheid van die eksterne faktore oorgedra het en hoekom meer meisies as seuns aan die mentorprogram deelneem. Dit kan ook gebruik word om ondersoek in te stel na hoe kinders tussen 11 en 18 jaar so ‘n program sal ervaar.

Les élèves qui ont un bon engagement scolaire présentent généralement une bonne adaptation à l’école. Cependant, pour les enfants hyperactifs et inattentifs, cette adaptation est souvent altérée. Les enfants qui entretiennent de bonnes relations sociales ont tendance à présenter un meilleur engagement comportemental, affectif et cognitif. La présente étude vise à déterminer si la prosocialité envers les pairs et les relations chaleureuses avec les enseignants protègent les enfants hyperactifs-inattentifs d’un possible désengagement scolaire. Les données ont été recueillies auprès de 513 élèves du primaire et leurs enseignants au cours de deux années scolaires successives. Les résultats montrent que ces enfants bénéficient des relations positives avec les pairs et les enseignants. En particulier, l’engagement comportemental de ces élèves demeure plus élevé comparativement à ceux qui n’entretiennent pas de relations positives. Pour les enfants très hyperactifs-inattentifs, la relation chaleureuse modère le lien entre hyperactivité-inattention et engagement affectif. L’hyperactivité- inattention ne prédit pas de diminution d’engagement affectif et cognitif. Les implications pour la recherche et la pratique sont discutées. / School engagement has been found to promote positive adjustment in students. This relationship can be affected by students’ personal characteristics, such as inattention and hyperactivity. Research shows that behavioral, emotional and cognitive engagement is generally higher when students experience positive relationships in school. The aim of this study is to determine whether prosociality towards peers and close relationships with teachers are protective factors against the expected decline in school engagement for students who exhibit inattentive and hyperactive characteristics. Data from 513 primary schools students and teachers were collected over two consecutive years. Results demonstrate that hyperactive and inattentive students benefit from positive relationships with peers and teachers, which serves as a protective factor against the decline in behavioral engagement. For student with high levels of hyperactivity and inattention, close relationships with teachers moderated the association between hyperactivity-inattention and emotional engagement. Furthermore, our results suggest that hyperactivity and inattention in students does not predict a decrease in emotional and cognitive engagement. Implications for research and intervention are discussed.

Les élèves qui ont un bon engagement scolaire présentent généralement une bonne adaptation à l’école. Cependant, pour les enfants hyperactifs et inattentifs, cette adaptation est souvent altérée. Les enfants qui entretiennent de bonnes relations sociales ont tendance à présenter un meilleur engagement comportemental, affectif et cognitif. La présente étude vise à déterminer si la prosocialité envers les pairs et les relations chaleureuses avec les enseignants protègent les enfants hyperactifs-inattentifs d’un possible désengagement scolaire. Les données ont été recueillies auprès de 513 élèves du primaire et leurs enseignants au cours de deux années scolaires successives. Les résultats montrent que ces enfants bénéficient des relations positives avec les pairs et les enseignants. En particulier, l’engagement comportemental de ces élèves demeure plus élevé comparativement à ceux qui n’entretiennent pas de relations positives. Pour les enfants très hyperactifs-inattentifs, la relation chaleureuse modère le lien entre hyperactivité-inattention et engagement affectif. L’hyperactivité- inattention ne prédit pas de diminution d’engagement affectif et cognitif. Les implications pour la recherche et la pratique sont discutées. / School engagement has been found to promote positive adjustment in students. This relationship can be affected by students’ personal characteristics, such as inattention and hyperactivity. Research shows that behavioral, emotional and cognitive engagement is generally higher when students experience positive relationships in school. The aim of this study is to determine whether prosociality towards peers and close relationships with teachers are protective factors against the expected decline in school engagement for students who exhibit inattentive and hyperactive characteristics. Data from 513 primary schools students and teachers were collected over two consecutive years. Results demonstrate that hyperactive and inattentive students benefit from positive relationships with peers and teachers, which serves as a protective factor against the decline in behavioral engagement. For student with high levels of hyperactivity and inattention, close relationships with teachers moderated the association between hyperactivity-inattention and emotional engagement. Furthermore, our results suggest that hyperactivity and inattention in students does not predict a decrease in emotional and cognitive engagement. Implications for research and intervention are discussed.

Syftet med denna kvalitativa studie med ansats utifrån det relationella perspektivet är att försöka se skillnader och likheter i relationer - det viktiga är inte vad lärare gör utan hur de gör i relationen till eleverna. Vi vill lyfta fram lärares relationskompetens - det som sker i förhållandet, samspelet och interaktionen mellan pedagoger och elever och titta på hur det påverkar elevernas delaktighet. När vi i vårt arbete talar om relationskompetens syftar vi till professor Jonas Aspelins (2018) sätt att föreslå det som ett grundbegrepp för lärares professionalitet vad gäller relationer och personligt förhållningssätt. Aspelins (2018) aspekter av relationell kompetens, Linders (2016) samspelsteman och Liljas (2013) dimensioner för förtroendefulla relationer har varit viktiga för vår studie. Vår förhoppning är att denna studie kan bidra med en bild av hur relationen kan göra skillnad. Observationer och strukturerade, icke-deltagande intervjuer har utgjort datainsamlingsmetod. Empirin har analyserats med hjälp av en kvalitativ innehållsanalys och diskuterats i relation till tidigare forskning, litteratur, teori och begrepp. Insamlad empiri visade hur de lärare som nådde framgång gjorde under observationstillfällena, utifrån ett relationellt perspektiv, och hur elevernas delaktighet svarade an utifrån det. Det är på lektionerna med de lärare som vi sett flest tecken på relationell kompetens hos, som vi också såg att eleverna var som mest delaktiga. Resultatet medför att vi tycker oss se att de lärare vilka under observationer, samtal och intervjuer i vår undersökning visat tecken på relationskompetens, visade på förmåga att fånga, underhålla, upprätthålla och bygga goda relationer samt förmåga att knyta an, initiera och utveckla relationer. Vidare indikerar resultatet att lärarna arbetade olika med relationsbyggande, och det framkom att lärares relationella arbete hade märkbar betydelse för elevernas delaktighet vid de lektioner vi närvarat. / The aim of this qualitative study is to attempt to see differences and similarities in relationships - the importance is not to distinguish what teachers do, but how they do things. We would like to illuminate teachers’ relational competence - what happens in the relationship and interaction between teachers and their students as well as how it affects the students’ participation. We use the term relational competence the way Aspelin (2018) suggests - as a foundation for teachers’ professionalism when it comes to relationships and personal approach - how teachers build pedagogical relationships with their students. Aspelin’s (2018) aspects of relational competence, Linder’s (2016) themes for interplay and Lilja’s (2013) dimensions of trustful relationships have been important to our study which aims to contribute with a depiction of how the relationship can make a difference. This thesis investigates which characteristics of relational competence can be seen in the observed teachers and how it relates to student participation. It also investigates how the students express what determines participation and if they mention relational competence. Methods used to collect data has been notetaking on observations in seven lessons as well as longer interviews with two teachers and a Special Education teacher as well as shorter conversations with four teachers and two groups of students. All empirical evidence has been collected with a class in year nine, and their different teachers. The data has been analyzed with qualitative content analysis and discussed with regards to previous research, literature, theory and terminology. The evidence show how different teachers use their relational competence variously and the way in which the students’ participation responds to it. Three of six teachers showed more signs of relational competence than the others and it is in those teachers’ lessons that the most student participation could be seen. The impact teachers’ relational competence has on the students’ participation is unmistakable. For Learning Support Coordinators this affect the way we work with coaching conversations and guide teachers in their work.

Neste trabalho, são analisadas obras literárias autorreferenciadas que lidam com a figura do professor nas diversas identidades que ele possa assumir e representar no ensino em diferentes instituições escolares, tendo por fontes: Blackboard jungle, de Evan Hunter; Sale Prof!, de Nicolas Revol; Entre les murs, de François Bégadeau; Teacher man, de Frank McCourt; e os filmes: Entre les murs (Entre os muros da escola); e Blackboard jungle (Sementes da violência). Escritas e protagonizadas por professores, e representando situações escolares que se passam desde a segunda metade do século XX e o início do século XXI, tais obras são examinadas como textos culturais, com sentidos e representações culturais e sociais sobre a docência, atendendo aos seguintes objetivos: (1) examinar a constituição do ser professor e as representações sobre a docência nestas obras e a partir delas; (2) entrever multíplices discursos e representações socialmente circulantes sobre a docência; (3) discutir questões alusivas às obras literárias e cinematográficas a partir de elementos comuns ao universo escolar, concernentes ao ser professor e ao exercício da docência. Pela universalidade da profissão docente, mesmo em sistemas de ensino distintos, analisam-se as representações docentes em relação a: (1) alunos e famílias das camadas populares, socialmente excluídos, para os quais a escolaridade nem sempre faz sentido ou assume outras perspectivas; (2) crescentes demandas institucionais, sociais e pessoais sobre a atuação docente; (3) fracasso escolar e limites de atuação docente; (4) constituição da autoridade docente, expectativas de atuação e sentidos do trabalho docente para o próprio professor; (5) estabelecimento de um pacto de convivência satisfatório e possibilitador de múltiplas aprendizagens. O estudo dessas fontes permitiu observar que, na atividade performática da docência, a formação inicial e a obtenção de conhecimentos acadêmicos e pedagógicos consistem apenas numa parte do encaminhamento eficiente para a maioria das ocorrências em sala de aula. Cabe ao professor dar conta física e emocionalmente de conflitos, frustrações, êxitos e alegrias inerentes à atuação profissional. Uma inter-relação satisfatória deve ser fundamentada num contrato de convívio baseado em hierarquia, limites, regras e respeito mútuo. / An analysis of self-referential literature dealing with the teacher figure in the several identities it may take and represent in different teaching institutions, based on the following sources: Blackboard jungle, by Evan Hunter; Sale Prof!, by Nicolas Revol; Entre les murs, by François Bégadeau; Teacher man, by Frank McCourt; and the following films: Entre les murs and Blackboard jungle. Those works were written by teachers and have teachers as their main characters. They picture school situations encountered between the second half of the 20th century and the early 21th century. They are examined as cultural texts with cultural and social meanings and representations concerning teaching, with the purpose of: (1) examining the elements of being a teacher and how teaching is represented in those works and based on them; (2) taking a glimpse of the multiple socially circulating discourses and representations about teaching; (3) discussing issues related to literature and films based on elements common to the school universe, concerning being a teacher and the exercise of teaching. The universality of the teaching profession, even if under different teaching systems permits an analysis of the representations of teaching in relation to: (1) students and families belonging to lower income, socially excluded groups, for whom schooling does not always make sense or is seen from different standpoints; (2) the growing institutional, social and personal demands on the action of the teacher; (3) school failure and limits to the teacher actions (4) creation of the teaching authority, expected performance, expected action and meaning of teaching work to teachers themselves; (5) forming a satisfactory pact of survival that will permit multiple learnings. The study of those sources permitted noting that, in the performance of teaching activities, the initial background and the acquisition of academic and pedagogical knowledge are just a part of what is needed to efficiently deal with what happens in the classroom. It is the duty of the teacher to deal with conflicts, frustrations, successes and joys inherent to the teaching profession both from the physical and emotional standpoint. A satisfactory interrelation must be founded in a pact of conviviality based on hierarchy, limits, rules and mutual respect.

Made available in DSpace on 2016-04-04T18:29:22Z (GMT). No. of bitstreams: 1 Vanessa Cristina.pdf: 270128 bytes, checksum: 3b989106aab6da5a49cbc8a8ad3f8d4a (MD5) Previous issue date: 2006-02-15 / This study objective is to research the subjectivity present in higher education classroom departing from an analysis of the teacher-student relationship and the following implications for the knowledge acquisition process. This research is based on the principles of qualitative epistemology and on the theoretical references for subjectivity and historic cultural psychology. The participants of this study were a higher education private institution teacher and forty-three students enrolled in a health area course that attended the subject taught by him. The tools used for getting information were a diary for the register of observations and impressions by the researcher when watching classes, informal talking with teachers and students, sentences complement, discussion group meetings with students and interview with the teacher. The information was transcripted, analysed and organized from the following topics : the learning affective dimension focusing on the importance of the teacher?s relationship with the student; the classroom organization and the communicative process developed by the teacher; the meaning of evaluation for the student; the subjective senses linked to the interest for the university; the contact with diversity; the dilemma and contradictions in the teacher?s action towards the learning process; the comprehension of classroom as a dialogical space. The information presented in this study raise important reflections for higher education, mainly concerned with the teaching action inside this context and point out to the need of rethinking the education of this professional / O presente estudo teve como objetivo investigar a subjetividade presente em sala de aula do ensino superior a partir de uma an?lise da rela??o professor-aluno e as implica??es decorrentes para o processo de constru??o do conhecimento. Essa pesquisa encontra-se fundamentada nos princ?pios da epistemologia qualitativa e nos referenciais te?ricos da subjetividade e da psicologia hist?rico-cultural. Participaram desse estudo um professor do ensino superior de uma institui??o da rede privada de ensino e 43 alunos matriculados em um curso da ?rea de sa?de e que freq?entavam a disciplina ministrada pelo referido professor. Os instrumentos utilizados para a obten??o das informa??es foram: di?rio de campo para anota??o das observa??es e impress?es da pesquisadora em situa??o de observa??o da sala de aula, conversa??es informais com professores e alunos, complemento de frases, reuni?es grupais de discuss?o com alunos e entrevista com o professor. Essas informa??es foram transcritas, analisadas e a constru??o da informa??o foi feita em torno dos seguintes t?picos: a dimens?o afetiva da aprendizagem com o foco na import?ncia da rela??o professor-aluno; a organiza??o da sala de aula e o processo de comunica??o desenvolvido pelo professor; a significa??o da avalia??o para o aluno; os sentidos subjetivos que est?o vinculados ao interesse pela universidade; a conviv?ncia com a diversidade; os dilemas e contradi??es na a??o do professor quanto ao processo pedag?gico; a compreens?o da sala de aula como espa?o dial?gico. As informa??es presentes nesse estudo trazem reflex?es importantes para o ensino superior, principalmente em rela??o ? a??o docente neste contexto e indicam a necessidade de se repensar o processo de forma??o deste profissional

Made available in DSpace on 2016-04-04T18:32:32Z (GMT). No. of bitstreams: 1 Alexandre Ortenzi.pdf: 417243 bytes, checksum: bf4100329729e79fcef3594f3d5ee8a6 (MD5) Previous issue date: 2006-06-16 / This study follows the line of research University, Teaching and Teacher Training . With the objective of investigating the teacher-student relationship, we considered the diverse aspects that permeate this relationship in the area of Mathematics. In order to understand how this relationship was constructed, concepts about teaching Mathematics were studied with the intention of helping comprehend the actual moment and treatment of the principal aspects inherent to the teacher-student relationship. The participants in the study were four teachers of fundamental and middle education and twenty future teachers who are concluding Teacher Training in Mathematics. They responded to a questionnaire containing open and closed questions relative to various aspects that make up the teacher-student relationship. The comments of the teachers and future teachers emphasize related aspects and describe the importance of the theme for the activity of teaching. Results of the study emphasized aspects like discipline, affectivity, the authority of the teacher and the ensemble of technical and pedagogical knowledge of the teacher for the teacher-student relationship. The study further revealed the importance of the theme for the work of the teacher and also the need for this to be worked on in teacher training and continued education of teachers, principally in the area of Mathematics. / Este estudo est? vinculado ? linha de pesquisa, Universidade, Doc?ncia e Forma??o de Professores. Seu objetivo ?, investigar a rela??o professor-aluno, considerando os diversos aspectos que permeiam esta rela??o tendo por base a ?rea de matem?tica. Para o entendimento de como esta rela??o foi constru?da, foram estudadas concep??es de ensino da Matem?tica, visando auxiliar a compreens?o do momento atual e tratados os principais aspectos inerentes ? rela??o professor-aluno. Participaram da pesquisa quatro professores em atua??o nos ensinos fundamental e m?dio e vinte futuros professores, alunos concluintes de um curso de Licenciatura em Matem?tica, que responderam a um question?rio contendo quest?es abertas e fechadas relativas aos diversos aspectos que comp?em a rela??o professor-aluno. As falas dos professores e futuros professores enfatizam os aspectos relacionados e descrevem a import?ncia do tema para a atividade docente, destacando a disciplina, a afetividade, a autoridade do professor e o conjunto dos conhecimentos t?cnico e pedag?gico do professor para a rela??o professor-aluno. A pesquisa revelou, ainda, a import?ncia do tema para o trabalho do professor e, tamb?m, a necessidade deste ser mais explorado nas licenciaturas e na forma??o cont?nua dos professores, principalmente na ?rea de Matem?tica.

Made available in DSpace on 2016-04-28T20:57:27Z (GMT). No. of bitstreams: 1 Luciana Scharpf.pdf: 433155 bytes, checksum: 8534f3a19838448d7b5bf10d2fe0aa9e (MD5) Previous issue date: 2008-06-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research was to investigate, from the perspective of adolescents, the feelings in the teacher-student relationship, socially vulnerable, in the public education system. Eight adolescents, four boys and four girls, all students from a public school in Campinas participated in the research. The participants studied in the same school, but in different times and grades. The focal group methodology was used. The aim was to comprehend the feelings resulting from the teacher-student relationship in the classroom, the situations that induce these feelings and how the adolescents deal with it. Thus, it is hoped, with this understanding, to contribute with the teacher s formation courses. The study pointed out the importance of the role of the educator as the person responsible for the comprehension and address of the specific needs of each age group, and sought for different strategies and methodologies of teaching to attract the curiosity of the students. By their talk, when there is commitment by the teacher, they feel seen and respected, what generates feelings of well being and a greater interest in the subject to be taught. However, the opposite is also true: there are teachers who don t worry about the specific needs of these young people, that don t engage in preparing a good class, with different dynamics and strategies, and, beyond that, they pass indifference concerning the adolescents performance and development, which causes bad feelings and reactions such as: causing troubles, leaving class, becoming angry, fighting with teachers, painting the school walls, having headaches, willing to give up studies and to fleeing from school, among others. In this analysis, the bad feelings were greatly emphasized by the students, although they also mentioned the situations which generated good feelings. This fact points the precarious relationships between teachers and students in the public education system; however, these young people still remain at school believing that the studies can offer them the means to obtain a better job / O objetivo desta pesquisa foi investigar, a partir da perspectiva dos adolescentes, os sentimentos presentes na relação entre professores e alunos, vulneráveis socialmente, na Rede Pública de Ensino. Participaram oito adolescentes, sendo quatro meninos e quatro meninas, alunos e alunas de uma escola pública em Campinas. Os participantes estudavam na mesma escola, em horários e séries diferentes. Foi utilizada a metodologia de Grupos Focais. Buscou-se compreender os sentimentos decorrentes da relação professor-aluno em sala de aula, as situações indutoras destes sentimentos e como os adolescentes lidam com isso. Assim, espera-se, com essa compreensão, contribuir com os cursos de formação de professores. O estudo apontou para a importância do papel do educador como responsável em compreender e atender às necessidades específicas da faixa etária e em buscar diferentes estratégias e metodologias de ensino para atrair a curiosidade dos alunos. Pela fala destes, quando há compromisso por parte do docente, sentem-se vistos e respeitados, o que gera sentimentos de bem-estar e maior interesse pela matéria a ser ensinada. Porém, o contrário também é verdadeiro: há professores que não se preocupam com as necessidades específicas desses jovens, não se comprometem em elaborar uma boa aula, com diferentes dinâmicas e estratégias, e, além disso, comunicam aos adolescentes uma indiferença quanto ao seu desempenho e desenvolvimento, o que gera sentimentos de mal-estar e reações como: fazer bagunça, sair da sala, ficar com raiva, brigar com o professor, pixar a escola, ficar com dor de cabeça, ter vontade de desistir dos estudos e de sumir da escola, entre outros. Nesta análise, os sentimentos de mal-estar foram fortemente enfatizados pelos adolescentes, embora também mencionassem as situações geradoras de sentimentos de bem-estar. Esse fato aponta para a precariedade das relações entre professores e alunos da rede pública de ensino; entretanto, esses jovens ainda permanecem na escola por acreditarem que os estudos podem lhes oferecer condições de obterem um emprego melhor

Made available in DSpace on 2016-04-27T16:34:00Z (GMT). No. of bitstreams: 1 Lucia Matias da Silva Oliveira.pdf: 1944448 bytes, checksum: 6627fe72186837a57fe8e27e0181098c (MD5) Previous issue date: 2009-08-19 / Secretaria da Educação do Estado de São Paulo / This research aims to identify, describe and understand, taking a relational perspective, the elements present in the teacher-student relationship, within a sixth grade classroom of Primary School, from a public school at the city of Barueri/São Paulo, considering the several curricular school subjects. The research proposal is to investigate those elements by means of systematic observation of the classroom routine, in order to notice teachers and students actions and reactions and apprehend what is present in this field of tensions, and also by means of semi-structured interviews with 08 teachers (each one responsible of a different curricular subject) and 31 students. For the data collection, accomplished in 2008 in a public school at the city of Barueri, a protocol of observation and two guidelines of semi-structured interviews (for teachers and students) were built and previously tested. The theoretical support is organized considering mainly the works developed by Charlot, Snyders, Lahire, Pérez-Gómez, Gimeno-Sacristán, Lima and Vinão Frago. The referential research demonstrates that there are few works whose specific proposal is to delineate the elements that compose the teacher-student relationship and the majority of those works considers the first grades of Primary School, what justifies the focus of the present research. This research discusses the teacher-student relationship taking into consideration the dispositions built in the subjects (the teachers and the students ) socialization trajectories, supported by the hypothesis that the investigation of those trajectories allows us to understand the school culture, besides bringing elements that show the interference of this relationship in the hierarchy of the curricular school subjects. The results show a cultural conflict, considered from the subjects social cultural condition and the positions they take facing the different school curricular subjects. The study also reveals that, according to this condition, teachers and students take opposite positions, what reinforces the school failure that is never evaluated considering its causes, but by means of ideologies that consider the cultural aspect as a lack and not as a difference / Esta pesquisa tem por objetivo identificar, descrever e compreender, numa perspectiva relacional, os elementos presentes na relação professor-aluno dentro do espaço imediato de sala de aula de uma turma de sexta série de Ciclo II do Ensino Fundamental, em uma escola pública municipal de Barueri/SP, nas diferentes disciplinas curriculares. A pesquisa propôs-se a investigar esses elementos, tanto por meio da observação sistemática das rotinas de sala de aula, para registrar ações e reações de professores e alunos e apreender o que está presente nesse campo de tensões, quanto por meio de entrevistas semi-estruturadas, realizadas com 06 professores (um de cada componente curricular) e 31 alunos. Para a coleta de dados, realizada no ano de 2008, em uma escola pública municipal da cidade de Barueri foram construídos e previamente testados, um protocolo de observação e dois roteiros de entrevistas semi-estruturadas (para professores e alunos). O embasamento teórico está centrado nos trabalhos desenvolvidos por Charlot, Snyders, Lahire, Pérez-Gómez, Gimeno- Sacristán, Lima e Vinão Frago. O levantamento bibliográfico realizado demonstra que são poucos os trabalhos que se propõem, especificamente, a delinear os elementos que compõem a relação professor-aluno e que a maioria dessas pesquisas privilegia o Ciclo I do Ensino Fundamental, o que justifica o foco desta pesquisa no âmbito do Ciclo II. A pesquisa discute a relação professor-aluno, a partir das disposições construídas nas trajetórias de socialização dos sujeitos, norteada pela hipótese de que seu estudo permite compreender a cultura presente na escola, além de trazer elementos que explicitem a interferência dessa relação na hierarquização das disciplinas. Os resultados apontam para um conflito cultural, considerado a partir da condição sociocultural dos sujeitos e das posições que assumem diante das diferentes disciplinas. O estudo revela ainda que, de acordo com essa condição, professores e alunos assumem posições opostas, o que reforça um quadro de fracasso escolar, nunca avaliado a partir de suas causas, mas por ideologias que consideram o aspecto cultural como falta e não como diferença

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-12-06T21:10:20Z No. of bitstreams: 1 EdnaMirandaUgoliniTese2018.pdf: 1365282 bytes, checksum: 9d2ba7f17b7ba946ef6acb7d0a97beff (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-12-06T21:10:41Z (GMT) No. of bitstreams: 1 EdnaMirandaUgoliniTese2018.pdf: 1365282 bytes, checksum: 9d2ba7f17b7ba946ef6acb7d0a97beff (MD5) / Made available in DSpace on 2018-12-06T21:10:41Z (GMT). No. of bitstreams: 1 EdnaMirandaUgoliniTese2018.pdf: 1365282 bytes, checksum: 9d2ba7f17b7ba946ef6acb7d0a97beff (MD5) Previous issue date: 2018-09-03 / Among the many problems that education faces today, we highlight the question of the teaching authority that will be the focus of this thesis. It is an increasing challenge to exercise it in the face of social and educational changes and also to exercise authority in the classroom, especially in the final years of elementary school, being considered as a major challenge, where students are entering the classroom. adolescents with higher chances of conflicts, according to Abramovay (2006), Castedo, Alonso and Roales (2010), Pontes (2014), Lima (2015) and Lira (2016). In this way, it became essential to identify which are the most influential factors on the change in the teaching authority from the perspective of students, teachers, administrative and pedagogical staff and managers, has become essential and still check whether there is a possible relationship between authority teacher and sex, age, curricular component, shift and teacher teaching time. It’s a qualitative research, descriptive and exploratory in a public school, within the best scores, by the IDEB of 2015, being applied the triangulation of Yin (2001) using focus groups, semi-structured interviews and documentary analysis. The results evidenced the exercise of bureaucratic authority, with authoritarian behaviors adopted by teachers. Most teachers had no class dominance. The men were rigid in collecting the jobs and the women lacked patience and creativity in class, according to students' testimonials. Teachers between eight and 15 years of career were highlighted, as the most friendly, safe, young and with initiative to resolve conflicts between students. The afternoon shift was hampered by the large rotation of both effective and temporary teachers, as well as being new to the career and with little classroom experience. The afternoon students were smaller, more unruly, and recorded more disciplinary occurrences. The pedagogical and administrative staff performed bureaucratic services on the orders of the managers, being inflexible and rude to the students. The subjects of Geography and History were highlighted, as the best subjects for having legal, understanding, friendly and young teachers. The teachers of Portuguese Language, Physical Education and Arts were highlighted for being harsh and lacking in patience, and had more career, school and chronological age near retirement. The students, according to their statements, had no opportunity to express themselves, were coerced, threatened and disciplined due to misbehavior. It is suggested to search other schools, both higher and lower IDEB 2015, in order to verify the question of teaching authority in other clientele, in different regions, with similar realities for the purpose of comparing the results. / Entre tantos problemas que a educação enfrenta hoje destacamos a questão da autoridade docente que será objeto central desta tese. É um desafio cada vez maior exercê-la em face das mudanças sociais e educacionais e, ainda, exercer a autoridade em sala de aula, especialmente nos anos finais do ensino fundamental, sendo considerados como maior desafio, fase em que os alunos estão adentrando a adolescência com maiores chances de conflitos, conforme destacam Abramovay (2006), Castedo, Alonso e Roales (2010), Pontes (2014), Lima (2015) e Lira (2016). Desta forma, tornou-se essencial identificar quais são os fatores de maior influência sobre a mudança na autoridade docente na perspectiva dos estudantes, professores, equipe administrativa e pedagógica e gestores, tornou-se essencial e, ainda verificar se há uma possível relação entre autoridade docente e sexo, idade, componente curricular, turno e tempo de magistério do professor. Trata-se de uma pesquisa qualitativa, de caráter descritivo e exploratório em uma escola pública, dentro das melhores pontuadas, pelo IDEB de 2015, sendo aplicada a triangulação de Yin (2001) utilizando grupos focais, entrevistas semiestruturadas e análise documental. Os resultados evidenciaram o exercício da autoridade burocrática, com condutas autoritárias adotadas pelos professores. A maioria dos professores não tinha domínio de turma. Os homens eram rígidos na cobrança dos trabalhos e as mulheres faltavam paciência e criatividade nas aulas, segundo depoimentos dos estudantes. Os docentes entre oito a 15 anos de carreira foram destacados, como os mais amigos, seguros, jovens e, com iniciativa para resolverem os conflitos entre os alunos. O turno vespertino encontrava-se prejudicado devido ao grande rodízio de professores tanto efetivos quanto temporários, além de serem novos na carreira e com pouca experiência de sala de aula. Os alunos da tarde eram menores, mais indisciplinados e registravam mais ocorrências disciplinares. A equipe pedagógica e administrativa executava serviços burocráticos cumprindo ordens dos gestores, sendo inflexíveis e mau educadas com os estudantes. As disciplinas de Geografia e História foram destacadas, como as melhores matérias por terem professores legais, compreensivos, simpáticos e jovens. Os professores de Língua Portuguesa, Educação Física e Artes foram destacados por serem severos e sem paciência e, tinham mais tempo de carreira, de escola e com idade cronológica próxima à aposentadoria. Os estudantes, segundo suas falas, não tinham oportunidade de se expressarem, eram coagidos, sofriam ameaças e recebiam notificações disciplinares devido ao mau comportamento. Sugere-se, pesquisar em outras escolas, tanto de maior quanto de menor IDEB de 2015, a fim de verificar a questão da autoridade docente em outra clientela, em regiões diferentes, com realidades semelhantes com o propósito em comparar os resultados.