Giving voice to children: insights on the role of affectivity in pedagogical activity
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Data de Publicação: | 2017 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Estudos Pedagógicos (Online) |
Texto Completo: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3379 |
Resumo: | This paper presents part of an exploratory and qualitative study that investigated children’s depictions of the affective relationship they established with their teachers and their perceptions of the implications of this relationship in the learning process. The participants in the study were 12 children in the fourth grade, with an average of ten years and from a local elementary school (in Curitiba, Paraná). Three tools guided the methodological outline: stories draw and conceived by the children; unfinished storiesto be completed by the children; and semi-structured interviews used to identify significant elements in the children’s discourse. As a result, five categories of description arose: (1) attention, dialogue and support; (2) affectivity, kindness and esteem; (3) funny moments and togetherness; (4) desire to learn; (5) desire to teach. The analysis of the content and the observation of each participant demonstrated that these categories appear in the teacher-student relationship through various means of interaction and that students perceive the teacher’s affective investment as something of paramount importance, capable of unleashing the motivational and the cognitive processes needed in learning. |
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Giving voice to children: insights on the role of affectivity in pedagogical activityDando voz às crianças: percepções acerca do papel da dimensão afetiva na atividade pedagógicaaffectivityteacher-student relationshipschool learning.afetividadeinteração professor-alunoaprendizagem escolar.This paper presents part of an exploratory and qualitative study that investigated children’s depictions of the affective relationship they established with their teachers and their perceptions of the implications of this relationship in the learning process. The participants in the study were 12 children in the fourth grade, with an average of ten years and from a local elementary school (in Curitiba, Paraná). Three tools guided the methodological outline: stories draw and conceived by the children; unfinished storiesto be completed by the children; and semi-structured interviews used to identify significant elements in the children’s discourse. As a result, five categories of description arose: (1) attention, dialogue and support; (2) affectivity, kindness and esteem; (3) funny moments and togetherness; (4) desire to learn; (5) desire to teach. The analysis of the content and the observation of each participant demonstrated that these categories appear in the teacher-student relationship through various means of interaction and that students perceive the teacher’s affective investment as something of paramount importance, capable of unleashing the motivational and the cognitive processes needed in learning.Este artigo apresenta parte de um estudo, de caráter exploratório e qualitativo, que teve como objetivo investigar representações de crianças acerca da relação afetiva estabelecida com seus professores, bem como suas percepções a respeito de como essa relação implica na aprendizagem escolar. Os participantes foram 12 crianças da 4ª série do ensino fundamental oriundas de uma escola municipal de Curitiba (Paraná, Brasil), com idade média de 10 anos. O delineamento metodológico foi pautado em três instrumentos: desenhos com histórias, produzidos pelas crianças; histórias inacabadas, a serem completadas pelas crianças; entrevista semiestruturada, na qual se buscou identificar os significantes predominantes no discurso das crianças. Como resultados, cinco categorias de representações foram obtidas: (1) atenção, conversa e ajuda; (2) afeto, carinho e estima; (3) momentos divertidos e de proximidade; (4) desejo de aprender; (5) desejo de ensinar. Análises de conteúdo, bem como estudos individualizados de cada participante, permitiram observar que tais categorias se manifestam na relação entre as crianças e seus professores por meio de variados formatos, sendo que o investimento afetivo dos professores em seus alunos é percebido por estes últimos como de importância capital para o desencadeamento de processos motivacionais e cognitivos necessários à aprendizagem. INEP2017-08-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/337910.24109/2176-6681.rbep.98i249.2639Revista Brasileira de Estudos Pedagógicos; v. 98 n. 249 (2017)Revista Brasileña de Estudios Pedagógicos; Vol. 98 Núm. 249 (2017)Brazilian Journal of Pedagogical Studies ; Vol 98 No 249 (2017)2176-66810034-718310.24109/2176-6681.rbep.98i249reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3379/311410.24109/2176-6681.rbep.98i249.3114Loos-Sant'Ana, HelgaMossato Rodrigues Barbosa, Priscilainfo:eu-repo/semantics/openAccess2024-02-27T17:18:42Zoai:ojs3.inep:article/3379Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2024-02-27T17:18:42Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false |
dc.title.none.fl_str_mv |
Giving voice to children: insights on the role of affectivity in pedagogical activity Dando voz às crianças: percepções acerca do papel da dimensão afetiva na atividade pedagógica |
title |
Giving voice to children: insights on the role of affectivity in pedagogical activity |
spellingShingle |
Giving voice to children: insights on the role of affectivity in pedagogical activity Loos-Sant'Ana, Helga affectivity teacher-student relationship school learning. afetividade interação professor-aluno aprendizagem escolar. |
title_short |
Giving voice to children: insights on the role of affectivity in pedagogical activity |
title_full |
Giving voice to children: insights on the role of affectivity in pedagogical activity |
title_fullStr |
Giving voice to children: insights on the role of affectivity in pedagogical activity |
title_full_unstemmed |
Giving voice to children: insights on the role of affectivity in pedagogical activity |
title_sort |
Giving voice to children: insights on the role of affectivity in pedagogical activity |
author |
Loos-Sant'Ana, Helga |
author_facet |
Loos-Sant'Ana, Helga Mossato Rodrigues Barbosa, Priscila |
author_role |
author |
author2 |
Mossato Rodrigues Barbosa, Priscila |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Loos-Sant'Ana, Helga Mossato Rodrigues Barbosa, Priscila |
dc.subject.por.fl_str_mv |
affectivity teacher-student relationship school learning. afetividade interação professor-aluno aprendizagem escolar. |
topic |
affectivity teacher-student relationship school learning. afetividade interação professor-aluno aprendizagem escolar. |
description |
This paper presents part of an exploratory and qualitative study that investigated children’s depictions of the affective relationship they established with their teachers and their perceptions of the implications of this relationship in the learning process. The participants in the study were 12 children in the fourth grade, with an average of ten years and from a local elementary school (in Curitiba, Paraná). Three tools guided the methodological outline: stories draw and conceived by the children; unfinished storiesto be completed by the children; and semi-structured interviews used to identify significant elements in the children’s discourse. As a result, five categories of description arose: (1) attention, dialogue and support; (2) affectivity, kindness and esteem; (3) funny moments and togetherness; (4) desire to learn; (5) desire to teach. The analysis of the content and the observation of each participant demonstrated that these categories appear in the teacher-student relationship through various means of interaction and that students perceive the teacher’s affective investment as something of paramount importance, capable of unleashing the motivational and the cognitive processes needed in learning. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-08-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3379 10.24109/2176-6681.rbep.98i249.2639 |
url |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3379 |
identifier_str_mv |
10.24109/2176-6681.rbep.98i249.2639 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3379/3114 10.24109/2176-6681.rbep.98i249.3114 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
INEP |
publisher.none.fl_str_mv |
INEP |
dc.source.none.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos; v. 98 n. 249 (2017) Revista Brasileña de Estudios Pedagógicos; Vol. 98 Núm. 249 (2017) Brazilian Journal of Pedagogical Studies ; Vol 98 No 249 (2017) 2176-6681 0034-7183 10.24109/2176-6681.rbep.98i249 reponame:Revista Brasileira de Estudos Pedagógicos (Online) instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) instacron:INEP |
instname_str |
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
instacron_str |
INEP |
institution |
INEP |
reponame_str |
Revista Brasileira de Estudos Pedagógicos (Online) |
collection |
Revista Brasileira de Estudos Pedagógicos (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
repository.mail.fl_str_mv |
||tania.castro@inep.gov.br |
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