Comparative analysis of the representations of students and teachers on relations between teaching and learning

• Autor(a) principal: Osti, Andreia
• Data de Publicação: 2012
• Outros Autores: Brenelli, Rosely Palermo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ETD - Educação Temática Digital
• DOI: 10.20396/etd.v14i1.1258
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/1258
• topic: Social representation. Teacher-student relationship. Education. Learning.; La representación social. Relación profesor-alumno. Educación. Aprendizaje.; Representação social. Relação professor-aluno. Ensino. Aprendizagem.; Representação Social

 This research aimed to identify and compare the representations of teachers and their students (with and without learning disabilities) on the process of teaching and learning. We seek to determine which aspects of the representations of students and teachers to meet and if they differ between students with and without learning difficulties. Data collection was organized through a semi-structured interviews with 15 open questions for teachers and students. The study included 20 teachers and 40 students (20 with and 20 without difficulty learning disability) in the 5th  year of elementary school in the municipal city of a metropolitan region of Campinas. The responses from the interviews were categorized and analyzed using the Fisher exact test, Chi-square and Proportions. The confidence level was 95%. The results showed that teachers and students present a partial view of the factores involved in teaching and learning. The learning, for both teachers and students, is synonymous with the absence of errors, being an individual process and not social. Teachers and students without difficulties represent a positive environment of the classroom, unlike the students with difficulties.