A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/1213 |
Resumo: | The subject of this research is the affection in the pedagogical practice of high school teachers from the perspective of students. Aimed at analyzing, under the perspective of the student, if the affection in the pedagogical practice of high school teachers facilitates the learning process. The specific objectives are listed as follows: check which aspects related to affection are listed by students and consider whether, in their view, teachers use their experiences in the classroom. We seek to answer the following questions: How does the affection in the pedagogical practice of high school teachers facilitate in the students' learning process? Are the subjects that students like more or less related to the teacher's stance? Do high school teachers establish a closer relationship with teenage students to understand their needs and prioritize their life experiences to articulate the curriculum content? Reflecting on the informal conversations we had with teenage students, in which they pointed out their lack of interest in studies, since most have difficulty in reading, writing and interpreting texts in addition to the traditional teaching methodology used by many teachers as pointed out in this thesis' presentation, we start from the assumption that many high school teachers apply the school content totally disconnected from the student's reality, and do not establish a closer relationship with the students, thus hindering the learning process. The research universe was a state public school located in the north of S??o Paulo city. The subjects were six students who attend high school, two of the first year, two the second year and two of the third year. We use a qualitative approach methodology, whose data collection instrument was the semi-structured interview and analysis of the legislation governing the secondary education, such as: the National Education Plan, the National Curriculum Parameters for Secondary Education, the National Curriculum Guidelines for Secondary Education, the Law of National Education Guidelines and Bases and the Secondary Education Curriculum. The interview data was reviewed according to the content analysis proposed by Bardin. As a theoretical framework we use the following authors: Teixeira (1968), Castro (2009), Fernandes (2009), Nascimento (2007) to support the secondary education category; Paulo Freire (2000, 2003, 2004), and Vygotsky (1998, 1999) to support the affection category. Through interviews with the students, we listed three categories: positive and negative attitude of teachers on students, banking education and motivation on the part of teachers and students. On the first category, we find that the students have an easier time learning when teachers interact with them, when they give voice to the students in class by answering their questions, when they use a proper language, and especially when they respect their individuality. As for the second category, students complain of banking classes, in which the teacher is the only one speaking or just telling them to copy the activities, and does not allow students to express themselves and; as for the third category, the students are aware that the motivation for learning also has to come from them, but that often teachers do not cooperate, as they are unmotivated themselves. |
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Vercelli, Ligia de Carvalho Ab??eshttp://lattes.cnpq.br/5752708237178189Vercelli, Ligia de Carvalho Ab??eshttp://lattes.cnpq.br/5752708237178189Castanho, Marisa Irene Siqueirahttp://lattes.cnpq.br/1455101031392003Stangherlim, Robertahttp://lattes.cnpq.br/0630080591569020Severino, Francisca Eleodoro Santoshttp://lattes.cnpq.br/6353931260385969Benda, Juliana2016-05-05T19:41:00Z2015-12-16Benda, Juliana. A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes. 2015. 152 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1213The subject of this research is the affection in the pedagogical practice of high school teachers from the perspective of students. Aimed at analyzing, under the perspective of the student, if the affection in the pedagogical practice of high school teachers facilitates the learning process. The specific objectives are listed as follows: check which aspects related to affection are listed by students and consider whether, in their view, teachers use their experiences in the classroom. We seek to answer the following questions: How does the affection in the pedagogical practice of high school teachers facilitate in the students' learning process? Are the subjects that students like more or less related to the teacher's stance? Do high school teachers establish a closer relationship with teenage students to understand their needs and prioritize their life experiences to articulate the curriculum content? Reflecting on the informal conversations we had with teenage students, in which they pointed out their lack of interest in studies, since most have difficulty in reading, writing and interpreting texts in addition to the traditional teaching methodology used by many teachers as pointed out in this thesis' presentation, we start from the assumption that many high school teachers apply the school content totally disconnected from the student's reality, and do not establish a closer relationship with the students, thus hindering the learning process. The research universe was a state public school located in the north of S??o Paulo city. The subjects were six students who attend high school, two of the first year, two the second year and two of the third year. We use a qualitative approach methodology, whose data collection instrument was the semi-structured interview and analysis of the legislation governing the secondary education, such as: the National Education Plan, the National Curriculum Parameters for Secondary Education, the National Curriculum Guidelines for Secondary Education, the Law of National Education Guidelines and Bases and the Secondary Education Curriculum. The interview data was reviewed according to the content analysis proposed by Bardin. As a theoretical framework we use the following authors: Teixeira (1968), Castro (2009), Fernandes (2009), Nascimento (2007) to support the secondary education category; Paulo Freire (2000, 2003, 2004), and Vygotsky (1998, 1999) to support the affection category. Through interviews with the students, we listed three categories: positive and negative attitude of teachers on students, banking education and motivation on the part of teachers and students. On the first category, we find that the students have an easier time learning when teachers interact with them, when they give voice to the students in class by answering their questions, when they use a proper language, and especially when they respect their individuality. As for the second category, students complain of banking classes, in which the teacher is the only one speaking or just telling them to copy the activities, and does not allow students to express themselves and; as for the third category, the students are aware that the motivation for learning also has to come from them, but that often teachers do not cooperate, as they are unmotivated themselves.El objetivo de esta investigaci??n es la afectividad en la pr??ctica pedag??gica de los profesores de la escuela secundaria desde la perspectiva de los estudiantes. Tuvo como objetivo analizar la perspectiva del estudiante si la afectividad en la pr??ctica pedag??gica de los profesores de la escuela secundaria facilita el proceso de aprendizaje. Los objetivos espec??ficos son los siguientes: determinar qu?? aspectos relacionados con la afectividad est??n en la lista de los estudiantes y considerar si en su punto de vista los profesores usan sus experiencias en la clase. Buscamos responder a las siguientes preguntas: ??C??mo la afectividad en la pr??ctica pedag??gica de los maestros de escuelas secundarias facilitan en el proceso de aprendizaje de los alumnos? ??Los temas que m??s o menos les gustan a los estudiantes se relacionan con la actitud del profesor que los aplica? ??Los profesores establecen una relaci??n m??s estrecha con el estudiante adolescente de entenderlo en sus necesidades y priorizar sus experiencias de vida para articular los contenidos curriculares? Reflexionando sobre las conversaciones informales que tuvimos con los adolescentes, en el cual se indic?? la falta de inter??s por los estudios, ya que la mayor??a tiene dificultades en la lectura, escritura y en la interpretaci??n de los textos, adem??s de la metodolog??a de la ense??anza tradicional utilizada por muchos profesores como se??alado en la presentaci??n de esta tesis, se parte de la suposici??n de que muchos profesores de la escuela secundaria trabajan los contenidos escolares desconectados de la realidad de los estudiantes y no establecen una relaci??n m??s cercana con ellos, lo que dificulta el proceso de aprendizaje. El universo de investigaci??n fue una escuela p??blica situada en la regi??n norte de la ciudad de S??o Paulo. Los sujetos fueron seis estudiantes que asisten a la escuela secundaria, dos de lo primer a??o, dos del segundo a??o y dos del tercer a??o. Utilizamos la metodolog??a de enfoque cualitativo, cuyos instrumentos de recolecci??n de datos fueran una entrevista semiestructurada y el an??lisis de la legislaci??n que rige la escuela secundaria, como el Plan Nacional de Educaci??n, las Directrices Curriculares Nacionales para la Educaci??n Secundaria, la Ley de Directrices y Bases de la Educaci??n y el Plan de Estudios de la Escuela Secundaria. Los datos de las entrevistas se analizaron de acuerdo con el contenido propuesto por Bardin. La referencia te??rica sigue los autores: Teixeira (1968), Castro (2009), Fernandes (2009) y Nascimento (2007), para apoyar a la categor??a Escuela Secundaria; y Paulo Freire (2000, 2003, 2004) y Vygotsky (1998, 1999), para apoyar a la categor??a Afectividad. A trav??s de entrevistas enumeramos tres categor??as: actitud positiva y negativa de los docentes para con los alumnos, educaci??n bancaria y la motivaci??n por parte de los profesores y los estudiantes. En la primera categor??a encontramos que para los estudiantes les resulta m??s f??cil aprender cuando los profesores interact??an con ellos, cuando les dan voz en la clase tomando sus preguntas, cuando utilizan un lenguaje adecuado y, sobre todo, cuando ocurre el respeto a su individualidad. En la segunda categor??a, los estudiantes se quejan de las clases que tienen la metodolog??a bancaria, en que s??lo el profesor habla o les ordena a copiar las actividades y no permite que ellos se expresen; y como la tercera categor??a, los estudiantes son conscientes de que la motivaci??n para el aprendizaje tambi??n tiene que venir de ellos, pero que muchas veces los profesores no colaboran para eso, porque se sienten desmotivados tambi??n.O objeto da presente pesquisa ?? a afetividade na pr??tica pedag??gica de professores do Ensino M??dio sob a ??tica dos discentes. Teve por objetivo analisar sob a ??tica dos discentes se a afetividade na pr??tica pedag??gica dos professores do Ensino M??dio facilita o processo de aprendizagem. Como objetivos espec??ficos elencamos os seguintes: verificar quais aspectos relacionados ?? afetividade s??o elencados pelos discentes e analisar se na vis??o deles os professores utilizam suas viv??ncias em sala de aula. Buscamos responder as seguintes quest??es: A afetividade na pr??tica pedag??gica de professores do Ensino M??dio facilita o processo de aprendizagem dos discentes? As disciplinas que os alunos mais gostam ou menos gostam t??m rela????o com a postura do docente que a ministra? Os professores do Ensino M??dio estabelecem uma rela????o mais pr??xima com o aluno adolescente a fim de entend??-lo em suas necessidades e priorizam suas experi??ncias de vida para articular os conte??dos curriculares? Refletindo sobre as conversas informais que tivemos com os alunos adolescentes, nas quais eles apontaram o desinteresse pelos estudos, j?? que a maioria tem dificuldade na leitura, na escrita e na interpreta????o de textos, al??m da metodologia de ensino tradicional utilizada por muitos professores, como apontado na apresenta????o dessa disserta????o, partimos da hip??tese que muitos docentes do Ensino M??dio trabalham os conte??dos escolares totalmente desvinculados da realidade do aluno, assim como n??o estabelecem uma rela????o mais pr??xima com os discentes, dificultando o processo de aprendizagem. O universo da pesquisa foi uma escola p??blica estadual localizada na zona norte da cidade de S??o Paulo. Os sujeitos foram seis alunos que cursam o Ensino M??dio, sendo dois do primeiro ano, dois do segundo ano e dois do terceiro ano. Utilizamos metodologia de cunho qualitativo, cujo instrumento de coleta de dados foi a entrevista semiestruturada e an??lise da legisla????o que rege o Ensino M??dio, tais como: o Plano Nacional de Educa????o, os Par??metros Curriculares Nacionais para o Ensino M??dio, as Diretrizes Curriculares Nacionais para o Ensino M??dio e a Lei de Diretrizes e Bases da Educa????o Nacional e o Curr??culo do Ensino M??dio. Os dados das entrevistas foram analisados de acordo com a an??lise de conte??do proposta por Bardin. Como referencial te??rico recorremos aos seguintes autores: Teixeira (1968), Castro (2009), Fernandes (2009), Nascimento (2007) para fundamentar a categoria Ensino M??dio; Paulo Freire (2000, 2003, 2004), e Vygotsky (1998, 1999) para fundamentar a categoria afetividade. Por meio das entrevistas realizadas com os discentes elencamos tr??s categorias: postura positiva e negativa dos docentes diante dos alunos, educa????o banc??ria e motiva????o por parte dos docentes e dos discentes. Quanto ?? primeira categoria constatamos que os discentes t??m mais facilidade no aprendizado quando os professores interagem com eles, quando d??o voz aos discentes durante as aulas tirando as suas d??vidas e quando utilizam uma linguagem adequada e, principalmente, quando respeitam as suas individualidades. No que se refere ?? segunda categoria, os alunos reclamam de aulas banc??rias, nas quais s?? o professor fala ou apenas manda copiar as atividades e n??o permite que os discentes possam se expressar e; quanto ?? terceira categoria, os alunos t??m consci??ncia de que a motiva????o para o aprendizado tamb??m tem de partir deles, mas que muitas vezes os professores n??o colaboram para isso, pois tamb??m se sentem desmotivados.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-05T19:41:00Z No. of bitstreams: 1 Juliana Benda.pdf: 967681 bytes, checksum: 186f88efcdde83c5cedd99a0a4a5a8c9 (MD5)Made available in DSpace on 2016-05-05T19:41:00Z (GMT). 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dc.title.por.fl_str_mv |
A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes |
dc.title.alternative.spa.fl_str_mv |
La afetividad en la pr??ctica pedag??gica de los professores de la escuela secundaria desde la perspectiva de los estudiantes |
title |
A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes |
spellingShingle |
A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes Benda, Juliana afetividade discentes docentes ensino m??dio pr??ticas pedag??gicas affection students teachers high school pedagogical practices afecto estudiantes profesores escuela secundaria pr??cticas pedag??gicas CIENCIAS HUMANAS::EDUCACAO |
title_short |
A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes |
title_full |
A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes |
title_fullStr |
A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes |
title_full_unstemmed |
A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes |
title_sort |
A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes |
author |
Benda, Juliana |
author_facet |
Benda, Juliana |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vercelli, Ligia de Carvalho Ab??es |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5752708237178189 |
dc.contributor.referee1.fl_str_mv |
Vercelli, Ligia de Carvalho Ab??es |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5752708237178189 |
dc.contributor.referee2.fl_str_mv |
Castanho, Marisa Irene Siqueira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1455101031392003 |
dc.contributor.referee3.fl_str_mv |
Stangherlim, Roberta |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0630080591569020 |
dc.contributor.referee4.fl_str_mv |
Severino, Francisca Eleodoro Santos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6353931260385969 |
dc.contributor.author.fl_str_mv |
Benda, Juliana |
contributor_str_mv |
Vercelli, Ligia de Carvalho Ab??es Vercelli, Ligia de Carvalho Ab??es Castanho, Marisa Irene Siqueira Stangherlim, Roberta Severino, Francisca Eleodoro Santos |
dc.subject.por.fl_str_mv |
afetividade discentes docentes ensino m??dio pr??ticas pedag??gicas |
topic |
afetividade discentes docentes ensino m??dio pr??ticas pedag??gicas affection students teachers high school pedagogical practices afecto estudiantes profesores escuela secundaria pr??cticas pedag??gicas CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
affection students teachers high school pedagogical practices |
dc.subject.spa.fl_str_mv |
afecto estudiantes profesores escuela secundaria pr??cticas pedag??gicas |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The subject of this research is the affection in the pedagogical practice of high school teachers from the perspective of students. Aimed at analyzing, under the perspective of the student, if the affection in the pedagogical practice of high school teachers facilitates the learning process. The specific objectives are listed as follows: check which aspects related to affection are listed by students and consider whether, in their view, teachers use their experiences in the classroom. We seek to answer the following questions: How does the affection in the pedagogical practice of high school teachers facilitate in the students' learning process? Are the subjects that students like more or less related to the teacher's stance? Do high school teachers establish a closer relationship with teenage students to understand their needs and prioritize their life experiences to articulate the curriculum content? Reflecting on the informal conversations we had with teenage students, in which they pointed out their lack of interest in studies, since most have difficulty in reading, writing and interpreting texts in addition to the traditional teaching methodology used by many teachers as pointed out in this thesis' presentation, we start from the assumption that many high school teachers apply the school content totally disconnected from the student's reality, and do not establish a closer relationship with the students, thus hindering the learning process. The research universe was a state public school located in the north of S??o Paulo city. The subjects were six students who attend high school, two of the first year, two the second year and two of the third year. We use a qualitative approach methodology, whose data collection instrument was the semi-structured interview and analysis of the legislation governing the secondary education, such as: the National Education Plan, the National Curriculum Parameters for Secondary Education, the National Curriculum Guidelines for Secondary Education, the Law of National Education Guidelines and Bases and the Secondary Education Curriculum. The interview data was reviewed according to the content analysis proposed by Bardin. As a theoretical framework we use the following authors: Teixeira (1968), Castro (2009), Fernandes (2009), Nascimento (2007) to support the secondary education category; Paulo Freire (2000, 2003, 2004), and Vygotsky (1998, 1999) to support the affection category. Through interviews with the students, we listed three categories: positive and negative attitude of teachers on students, banking education and motivation on the part of teachers and students. On the first category, we find that the students have an easier time learning when teachers interact with them, when they give voice to the students in class by answering their questions, when they use a proper language, and especially when they respect their individuality. As for the second category, students complain of banking classes, in which the teacher is the only one speaking or just telling them to copy the activities, and does not allow students to express themselves and; as for the third category, the students are aware that the motivation for learning also has to come from them, but that often teachers do not cooperate, as they are unmotivated themselves. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-12-16 |
dc.date.accessioned.fl_str_mv |
2016-05-05T19:41:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Benda, Juliana. A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes. 2015. 152 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1213 |
identifier_str_mv |
Benda, Juliana. A afetividade na pr??tica pedag??gica de professores do ensino m??dio sob a ??tica dos discentes. 2015. 152 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/1213 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
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 |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de Mestrado em Gest??o e Pr??ticas Educacionais |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
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Universidade Nove de Julho (UNINOVE) |
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UNINOVE |
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UNINOVE |
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Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
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http://localhost:8080/tede/bitstream/tede/1213/2/Juliana+Benda.pdf http://localhost:8080/tede/bitstream/tede/1213/1/license.txt |
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Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
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bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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1811016868044996608 |