The socialization of students in higher education in teacher understanding
Autor(a) principal: | |
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Data de Publicação: | 2024 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas (Florianópolis. Online) |
Texto Completo: | https://www.periodicos.udesc.br/index.php/linhas/article/view/24114 |
Resumo: | The focus of this study is the student socialization in Higher Education in teacher understanding, as a significant social and intersubjective phenomenon in academic education. A qualitative methodology combining narrative content analysis and the theoretical inspiration of social phenomenology was used to interpret the reports. The contents were compiled from structured interviews conducted with university teachers from the Education Center of UFRN. University student socialization, in addition to being defined as a period of prolongation of the schooling of individuals until higher education, is understood as a daily process of internalization of norms, social interaction and belonging to social groups, on which the performance of teachers is crucial. However, teachers' understanding of student socialization coexists with an ambiguity: teachers respect and encourage socialization for cognitive purposes; but, at the same time, they are unaware of the reality of students' daily lives, and many distances themselves from ways of fostering affective and social academic socialization. At the same time, teachers and students are aware that they are not only solidary consociates in higher education, but also social actors and interactive educational agents. The importance of studies on socialization is that their findings could contribute to overcoming the phenomenological "invisibility" of students' common social life in the academic world. In addition to strengthening bonds of belonging and cognitive and affective meaning for teachers and students, an understanding of the quotidian characteristics of student socialization would provoke new inspirations for teaching methodologies that are also more critical, inclusive, sustainable, and participatory. |
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The socialization of students in higher education in teacher understandingLa socialización de los estudiantes de enseñanza superior en la comprensión del profesoradoA socialização dos estudantes no Ensino Superior no entendimento docentesocialização acadêmicasociologia do ensino superiorfenomenologia socialrelação professor-estudantevida estudantil universitáriaacademic socializationsociology of higher educationsocial phenomenologyteacher-student relationshipuniversity student lifesocialización académicasociología de la enseñanza superiorfenomenología de la educaciónrelación profesor-alumnovida estudiantil universitariaThe focus of this study is the student socialization in Higher Education in teacher understanding, as a significant social and intersubjective phenomenon in academic education. A qualitative methodology combining narrative content analysis and the theoretical inspiration of social phenomenology was used to interpret the reports. The contents were compiled from structured interviews conducted with university teachers from the Education Center of UFRN. University student socialization, in addition to being defined as a period of prolongation of the schooling of individuals until higher education, is understood as a daily process of internalization of norms, social interaction and belonging to social groups, on which the performance of teachers is crucial. However, teachers' understanding of student socialization coexists with an ambiguity: teachers respect and encourage socialization for cognitive purposes; but, at the same time, they are unaware of the reality of students' daily lives, and many distances themselves from ways of fostering affective and social academic socialization. At the same time, teachers and students are aware that they are not only solidary consociates in higher education, but also social actors and interactive educational agents. The importance of studies on socialization is that their findings could contribute to overcoming the phenomenological "invisibility" of students' common social life in the academic world. In addition to strengthening bonds of belonging and cognitive and affective meaning for teachers and students, an understanding of the quotidian characteristics of student socialization would provoke new inspirations for teaching methodologies that are also more critical, inclusive, sustainable, and participatory.El foco de este estudio es la socialización del estudiante en la Educación Superior en la comprensión del profesorado, como fenómeno social e intersubjetivo significativo en la formación académica. Para su interpretación se utilizó una metodología cualitativa que combina el análisis narrativo de contenido y la inspiración teórica de la fenomenología social. Los contenidos fueron elaborados a partir de entrevistas estructuradas realizadas a profesores universitarios del Centro de Educación de la UFRN. La socialización del estudiante universitario, además de ser definida como un período de prolongación de la escolaridad de los individuos hasta la enseñanza superior, es entendida como un proceso cotidiano de interiorización de normas, interacción social y pertenencia a grupos sociales, en el que la actuación de los profesores es crucial. Sin embargo, la forma en que los profesores entienden la socialización de los alumnos coexiste con una ambigüedad: los profesores respetan y fomentan la socialización con fines cognitivos; pero, al mismo tiempo, desconocen la realidad de la vida cotidiana de los alumnos, y muchos se distancian de las formas de fomentar la socialización académica afectiva y social. Al mismo tiempo, profesores y estudiantes se dan cuenta de que no sólo consorciados solidarios en la enseñanza superior, sino también actores sociales y agentes educativos interactivos. La importancia de los estudios sobre la socialización radica en que sus conclusiones podrían contribuir a superar la "invisibilidad" fenomenológica de la vida social ordinaria de los estudiantes en el mundo académico. Además de reforzar los lazos de pertenencia y el significado cognitivo y afectivo para profesores y alumnos, la comprensión de las características cotidianas de la socialización estudiantil provocaría nuevas inspiraciones para metodologías de enseñanza que fuesen a la vez más críticas, inclusivas, sustentables y participativas.O foco deste estudo é a socialização estudantil no Ensino Superior no entendimento docente, como fenômeno social e intersubjetivo significante na formação acadêmica. Utilizou-se uma metodologia qualitativa combinando análise de conteúdos narrativos e a inspiração teórica da fenomenologia social para a interpretação dos relatos. Os conteúdos foram compilados de entrevistas estruturadas realizadas com docentes universitários do Centro de Educação da UFRN. A socialização estudantil universitária, além de ser definida como período de prolongamento da escolaridade de indivíduos até o Ensino Superior, é entendida como processo cotidiano de internalização de normas, de interação social e de pertencimento a grupos sociais, no qual a atuação dos professores é crucial. Mas o entendimento docente da socialização estudantil convive com uma ambiguidade: os professores respeitam e incentivam a socialização com fins cognitivos; mas, ao mesmo tempo, desconhecem a realidade da vida cotidiana dos estudantes, e muitos se distanciam de modos de favorecer a socialização acadêmica afetiva e social. Simultaneamente, docentes e estudantes têm consciência de que eles não são somente consociados solidários no Ensino Superior, mas também são atores sociais e agentes educacionais interativos. A importância de estudos sobre a socialização é a de que os seus achados poderiam contribuir para se superar a “invisibilidade” fenomenológica da vida social comum dos estudantes no mundo acadêmico. Além de reforçar vínculos de pertencimento e de sentido cognitivo-afetivo, para docentes e estudantes, uma compreensão das características cotidianas da socialização estudantil provocaria novas inspirações para metodologias de ensino que também fossem mais críticas, inclusivas, sustentáveis e participativas.Universidade do Estado de Santa Catarina - UDESC2024-04-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2411410.5965/1984723825572024168Revista Linhas; v. 25 n. 57 (2024): Ciências na Educação Infantil: desafios à formação de professores; 168 - 1991984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/24114/16709Copyright (c) 2024 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessFerreira, Adir LuizCosta, Jennifer Juliana Barreto Bezerra2024-04-04T13:26:53Zoai::article/24114Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2024-04-04T13:26:53Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false |
dc.title.none.fl_str_mv |
The socialization of students in higher education in teacher understanding La socialización de los estudiantes de enseñanza superior en la comprensión del profesorado A socialização dos estudantes no Ensino Superior no entendimento docente |
title |
The socialization of students in higher education in teacher understanding |
spellingShingle |
The socialization of students in higher education in teacher understanding Ferreira, Adir Luiz socialização acadêmica sociologia do ensino superior fenomenologia social relação professor-estudante vida estudantil universitária academic socialization sociology of higher education social phenomenology teacher-student relationship university student life socialización académica sociología de la enseñanza superior fenomenología de la educación relación profesor-alumno vida estudiantil universitaria |
title_short |
The socialization of students in higher education in teacher understanding |
title_full |
The socialization of students in higher education in teacher understanding |
title_fullStr |
The socialization of students in higher education in teacher understanding |
title_full_unstemmed |
The socialization of students in higher education in teacher understanding |
title_sort |
The socialization of students in higher education in teacher understanding |
author |
Ferreira, Adir Luiz |
author_facet |
Ferreira, Adir Luiz Costa, Jennifer Juliana Barreto Bezerra |
author_role |
author |
author2 |
Costa, Jennifer Juliana Barreto Bezerra |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ferreira, Adir Luiz Costa, Jennifer Juliana Barreto Bezerra |
dc.subject.por.fl_str_mv |
socialização acadêmica sociologia do ensino superior fenomenologia social relação professor-estudante vida estudantil universitária academic socialization sociology of higher education social phenomenology teacher-student relationship university student life socialización académica sociología de la enseñanza superior fenomenología de la educación relación profesor-alumno vida estudiantil universitaria |
topic |
socialização acadêmica sociologia do ensino superior fenomenologia social relação professor-estudante vida estudantil universitária academic socialization sociology of higher education social phenomenology teacher-student relationship university student life socialización académica sociología de la enseñanza superior fenomenología de la educación relación profesor-alumno vida estudiantil universitaria |
description |
The focus of this study is the student socialization in Higher Education in teacher understanding, as a significant social and intersubjective phenomenon in academic education. A qualitative methodology combining narrative content analysis and the theoretical inspiration of social phenomenology was used to interpret the reports. The contents were compiled from structured interviews conducted with university teachers from the Education Center of UFRN. University student socialization, in addition to being defined as a period of prolongation of the schooling of individuals until higher education, is understood as a daily process of internalization of norms, social interaction and belonging to social groups, on which the performance of teachers is crucial. However, teachers' understanding of student socialization coexists with an ambiguity: teachers respect and encourage socialization for cognitive purposes; but, at the same time, they are unaware of the reality of students' daily lives, and many distances themselves from ways of fostering affective and social academic socialization. At the same time, teachers and students are aware that they are not only solidary consociates in higher education, but also social actors and interactive educational agents. The importance of studies on socialization is that their findings could contribute to overcoming the phenomenological "invisibility" of students' common social life in the academic world. In addition to strengthening bonds of belonging and cognitive and affective meaning for teachers and students, an understanding of the quotidian characteristics of student socialization would provoke new inspirations for teaching methodologies that are also more critical, inclusive, sustainable, and participatory. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-03 |
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://www.periodicos.udesc.br/index.php/linhas/article/view/24114 10.5965/1984723825572024168 |
url |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24114 |
identifier_str_mv |
10.5965/1984723825572024168 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24114/16709 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Revista Linhas https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Revista Linhas https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado de Santa Catarina - UDESC |
publisher.none.fl_str_mv |
Universidade do Estado de Santa Catarina - UDESC |
dc.source.none.fl_str_mv |
Revista Linhas; v. 25 n. 57 (2024): Ciências na Educação Infantil: desafios à formação de professores; 168 - 199 1984-7238 reponame:Linhas (Florianópolis. Online) instname:Universidade do Estado de Santa Catarina (UDESC) instacron:(UDESC) |
instname_str |
Universidade do Estado de Santa Catarina (UDESC) |
instacron_str |
(UDESC) |
institution |
(UDESC) |
reponame_str |
Linhas (Florianópolis. Online) |
collection |
Linhas (Florianópolis. Online) |
repository.name.fl_str_mv |
Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC) |
repository.mail.fl_str_mv |
vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com |
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1798042406469238784 |