Relacionamento professor-aluno no ensino médio : a perspectiva do aluno

Detalhes bibliográficos
Autor(a) principal: Togatlian, Marco Aurélio
Data de Publicação: 2011
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
Texto Completo: http://repositorio.ufes.br/handle/10/3126
Resumo: The relationship between teacher and student is still poorly investigated. Most part of the studies on the topic emphasizes childhood education and elementary school. Until this time in the student's school life, personal relationships are regarded as one of the main variables that contribute to their future academic success. This study aims at investigating the relationship between teacher and student in high school, gateway to the university and, therefore, for future professionals. At this stage of life, the school does not seem to prioritize the relationship between teachers and their adolescent students. The aim of this study is to investigate the role of relationship between teacher and student in high school, trying to point out the convergences between what the students consider as important for a good relationship with their teachers and how students depict the ideal teacher. A hundred and twenty students regularly enrolled in the three grades of high school in the city of Rio de Janeiro participated in the study. The data were discussed based on studies about relationships and the proposals of Robert Hinde served as a theoretical reference for organizing and interpreting data. Two identical questionnaires with forty-six questions each divided into six dimensions according to the Hinde’s proposal for the studies about relationships have been used. One of the questionnaires was about the relationship with the teacher with which the student recognized to have the best relationship, and the other was directed to the teacher with whom the student considered to have the worst relationship. This instrument was designed to investigate the perception that the student had of the two specific teachers in personal and professional terms and aspects of his/her relationship with these teachers. The students pointed out a teacher with whom they considered to have the worst relationship and a teacher with whom they considered to have the best relationship. Part of these students (100) wrote a text between fifteen and twenty fife lines about the ideal teacher. The text was written after answering to the questionnaires. The essay on "The ideal teacher" was used for qualitative data analysis. An examination of the essays was done by content analysis. At the end, convergences and divergences between the questionnaires and essays have been pointed. Both the questionnaires and the essays revealed the centrality of the relationship between teacher and student from a professional and a personal point of view.
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spelling Garcia, AgnaldoTogatlian, Marco AurélioTortella, Jussara Cristina BarbozaMiranda, Raquel FerreiraTokumaru, Rosana Suemi2016-08-29T14:10:37Z2016-07-112016-08-29T14:10:37Z2011-08-29The relationship between teacher and student is still poorly investigated. Most part of the studies on the topic emphasizes childhood education and elementary school. Until this time in the student's school life, personal relationships are regarded as one of the main variables that contribute to their future academic success. This study aims at investigating the relationship between teacher and student in high school, gateway to the university and, therefore, for future professionals. At this stage of life, the school does not seem to prioritize the relationship between teachers and their adolescent students. The aim of this study is to investigate the role of relationship between teacher and student in high school, trying to point out the convergences between what the students consider as important for a good relationship with their teachers and how students depict the ideal teacher. A hundred and twenty students regularly enrolled in the three grades of high school in the city of Rio de Janeiro participated in the study. The data were discussed based on studies about relationships and the proposals of Robert Hinde served as a theoretical reference for organizing and interpreting data. Two identical questionnaires with forty-six questions each divided into six dimensions according to the Hinde’s proposal for the studies about relationships have been used. One of the questionnaires was about the relationship with the teacher with which the student recognized to have the best relationship, and the other was directed to the teacher with whom the student considered to have the worst relationship. This instrument was designed to investigate the perception that the student had of the two specific teachers in personal and professional terms and aspects of his/her relationship with these teachers. The students pointed out a teacher with whom they considered to have the worst relationship and a teacher with whom they considered to have the best relationship. Part of these students (100) wrote a text between fifteen and twenty fife lines about the ideal teacher. The text was written after answering to the questionnaires. The essay on "The ideal teacher" was used for qualitative data analysis. An examination of the essays was done by content analysis. At the end, convergences and divergences between the questionnaires and essays have been pointed. Both the questionnaires and the essays revealed the centrality of the relationship between teacher and student from a professional and a personal point of view.O relacionamento professor-aluno ainda é uma área pouco investigada. A maior parte dos trabalhos que abordam o tema tem enfatizado a Educação Infantil e o Ensino Fundamental. Até este momento da vida escolar do aluno, o relacionamento é considerado uma das principais variáveis que contribuirão para o seu futuro sucesso acadêmico. Este trabalho investigou o relacionamento professor-aluno no Ensino Médio, porta de entrada para a universidade e, portanto, para futuros profissionais. Nesta fase da vida, a escola parece não priorizar o relacionamento dos professores com seus alunos adolescentes. O objetivo deste estudo foi investigar o papel do relacionamento entre professor e aluno no Ensino Médio, do ponto de vista dos alunos, procurando apontar as convergências entre o que o aluno considera como importante para um bom relacionamento com seus professores e a visão que este mesmo aluno possui do professor “ideal”. Participaram do estudo cento e vinte alunos, matriculados regularmente nas três séries do Ensino Médio na cidade do Rio de Janeiro. Os dados foram discutidos à luz dos estudos sobre o relacionamento tendo a obra de Robert Hinde como referencial teórico para a organização e interpretação dos dados. Foram utilizados dois questionários idênticos com quarenta e seis questões cada um, divididas em seis dimensões de acordo com a proposta de Hinde para o estudo sobre relacionamentos. Um dos instrumentos referiu-se ao professor com o qual o aluno reconhecia ter o melhor relacionamento e o outro foi direcionado ao professor com o qual o aluno percebia possuir o pior relacionamento. Este instrumento buscou investigar a percepção que o aluno tinha de dois professores específicos do ponto de vista pessoal e profissional e aspectos do seu relacionamento com o professor em questão. O aluno indicou um professor com o qual considerava ter o pior relacionamento e um professor com o qual considerava ter o melhor relacionamento. Dentre os 120 alunos que responderam aos questionários, 100 redigiram um texto entre quinze e vinte e cinco linhas sobre o professor ideal. A redação foi escrita após o preenchimento dos questionários em material fornecido ao aluno. A redação sobre “O professor ideal” foi utilizada para a análise qualitativa dos dados no que se referiu às características apontadas pelos alunos sobre o “professor ideal”. O exame das redações foi feita por análise de conteúdo. Ao final do estudo procurou-se apontar as convergências e divergências entre os questionários e as redações. Tanto os questionários quanto as redações apontam para a centralidade do relacionamento entre aluno e professor seja do ponto de vista profissional, seja do ponto de vista pessoal.TextTOGATLIAN, Marco Aurélio. Relacionamento professor-aluno no ensino médio : a perspectiva do aluno. 2011. Tese (Doutorado em Psicologia) – Universidade Federal do Espírito Santo, Centro de Ciências Humanas e Naturais, Vitória, 2011.http://repositorio.ufes.br/handle/10/3126porUniversidade Federal do Espírito SantoDoutorado em PsicologiaPrograma de Pós-Graduação em PsicologiaUFESBRProfessores e alunosEnsino médioPsicologia159.9Relacionamento professor-aluno no ensino médio : a perspectiva do alunoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALMarco-Aurélio-Togatlian-2011-trabalho.pdfapplication/pdf918259http://repositorio.ufes.br/bitstreams/f5865e16-5691-4fda-afbe-9f6a2a111cf6/download3375ee1a5d1da6dfc58a19dc7c4d9206MD5110/31262024-07-02 15:22:24.687oai:repositorio.ufes.br:10/3126http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-07-11T14:31:12.064397Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false
dc.title.none.fl_str_mv Relacionamento professor-aluno no ensino médio : a perspectiva do aluno
title Relacionamento professor-aluno no ensino médio : a perspectiva do aluno
spellingShingle Relacionamento professor-aluno no ensino médio : a perspectiva do aluno
Togatlian, Marco Aurélio
Psicologia
Professores e alunos
Ensino médio
159.9
title_short Relacionamento professor-aluno no ensino médio : a perspectiva do aluno
title_full Relacionamento professor-aluno no ensino médio : a perspectiva do aluno
title_fullStr Relacionamento professor-aluno no ensino médio : a perspectiva do aluno
title_full_unstemmed Relacionamento professor-aluno no ensino médio : a perspectiva do aluno
title_sort Relacionamento professor-aluno no ensino médio : a perspectiva do aluno
author Togatlian, Marco Aurélio
author_facet Togatlian, Marco Aurélio
author_role author
dc.contributor.advisor1.fl_str_mv Garcia, Agnaldo
dc.contributor.author.fl_str_mv Togatlian, Marco Aurélio
dc.contributor.referee1.fl_str_mv Tortella, Jussara Cristina Barboza
dc.contributor.referee2.fl_str_mv Miranda, Raquel Ferreira
dc.contributor.referee3.fl_str_mv Tokumaru, Rosana Suemi
contributor_str_mv Garcia, Agnaldo
Tortella, Jussara Cristina Barboza
Miranda, Raquel Ferreira
Tokumaru, Rosana Suemi
dc.subject.cnpq.fl_str_mv Psicologia
topic Psicologia
Professores e alunos
Ensino médio
159.9
dc.subject.br-rjbn.none.fl_str_mv Professores e alunos
Ensino médio
dc.subject.udc.none.fl_str_mv 159.9
description The relationship between teacher and student is still poorly investigated. Most part of the studies on the topic emphasizes childhood education and elementary school. Until this time in the student's school life, personal relationships are regarded as one of the main variables that contribute to their future academic success. This study aims at investigating the relationship between teacher and student in high school, gateway to the university and, therefore, for future professionals. At this stage of life, the school does not seem to prioritize the relationship between teachers and their adolescent students. The aim of this study is to investigate the role of relationship between teacher and student in high school, trying to point out the convergences between what the students consider as important for a good relationship with their teachers and how students depict the ideal teacher. A hundred and twenty students regularly enrolled in the three grades of high school in the city of Rio de Janeiro participated in the study. The data were discussed based on studies about relationships and the proposals of Robert Hinde served as a theoretical reference for organizing and interpreting data. Two identical questionnaires with forty-six questions each divided into six dimensions according to the Hinde’s proposal for the studies about relationships have been used. One of the questionnaires was about the relationship with the teacher with which the student recognized to have the best relationship, and the other was directed to the teacher with whom the student considered to have the worst relationship. This instrument was designed to investigate the perception that the student had of the two specific teachers in personal and professional terms and aspects of his/her relationship with these teachers. The students pointed out a teacher with whom they considered to have the worst relationship and a teacher with whom they considered to have the best relationship. Part of these students (100) wrote a text between fifteen and twenty fife lines about the ideal teacher. The text was written after answering to the questionnaires. The essay on "The ideal teacher" was used for qualitative data analysis. An examination of the essays was done by content analysis. At the end, convergences and divergences between the questionnaires and essays have been pointed. Both the questionnaires and the essays revealed the centrality of the relationship between teacher and student from a professional and a personal point of view.
publishDate 2011
dc.date.issued.fl_str_mv 2011-08-29
dc.date.accessioned.fl_str_mv 2016-08-29T14:10:37Z
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dc.identifier.citation.fl_str_mv TOGATLIAN, Marco Aurélio. Relacionamento professor-aluno no ensino médio : a perspectiva do aluno. 2011. Tese (Doutorado em Psicologia) – Universidade Federal do Espírito Santo, Centro de Ciências Humanas e Naturais, Vitória, 2011.
dc.identifier.uri.fl_str_mv http://repositorio.ufes.br/handle/10/3126
identifier_str_mv TOGATLIAN, Marco Aurélio. Relacionamento professor-aluno no ensino médio : a perspectiva do aluno. 2011. Tese (Doutorado em Psicologia) – Universidade Federal do Espírito Santo, Centro de Ciências Humanas e Naturais, Vitória, 2011.
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Doutorado em Psicologia
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Doutorado em Psicologia
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