Assertive communication as a condition for meaningful learning
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/34212 |
Resumo: | This is an excerpt from the master's research of the PPGEn UNIC/IFMT Program, already completed and developed with the objective of understanding the relevance of communication as a driver of teacher-student relationships for Meaningful Learning in the context of elementary education. This is a case study in which scripted semi-structured interviews are used as a data collection instrument for data interpretation through content analysis. Interviews were conducted with teachers and students from 2 (two) public elementary schools in Várzea Grande, Mato Grosso. In the present article, the analyzes of the reports obtained by the students were considered. The research results suggest that confident communication and focused on the teacher-student relationship needs to be prioritized as a relevant tool in teaching and used by teachers for their own benefit, making students feel important and, thus, develop their self-esteem, resulting in greater interest in the subject and greater intellectual development. In the daily classroom, communication is essential for the performance of the interaction processes existing between teacher and student. For the students interviewed, this is only possible if the teacher makes space for the student to express himself, and it is through such an attitude that gains related to self-knowledge and self-confidence are provided, thus leading the student to acquire autonomy. |
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Assertive communication as a condition for meaningful learningLa comunicación asertiva como condición para el aprendizaje significativoA comunicação assertiva como condição para a aprendizagem significativa ComunicaciónAutoestimaEducación básicaPrácticas de enseñanza.CommunicationSelf-esteemBasic educationTeaching practices.ComunicaçãoAutoestimaAprendizagem significativaEducação básicaPráticas de ensino.This is an excerpt from the master's research of the PPGEn UNIC/IFMT Program, already completed and developed with the objective of understanding the relevance of communication as a driver of teacher-student relationships for Meaningful Learning in the context of elementary education. This is a case study in which scripted semi-structured interviews are used as a data collection instrument for data interpretation through content analysis. Interviews were conducted with teachers and students from 2 (two) public elementary schools in Várzea Grande, Mato Grosso. In the present article, the analyzes of the reports obtained by the students were considered. The research results suggest that confident communication and focused on the teacher-student relationship needs to be prioritized as a relevant tool in teaching and used by teachers for their own benefit, making students feel important and, thus, develop their self-esteem, resulting in greater interest in the subject and greater intellectual development. In the daily classroom, communication is essential for the performance of the interaction processes existing between teacher and student. For the students interviewed, this is only possible if the teacher makes space for the student to express himself, and it is through such an attitude that gains related to self-knowledge and self-confidence are provided, thus leading the student to acquire autonomy.Este es un extracto de la investigación de maestría del Programa PPGEn UNIC/IFMT, ya concluida y desarrollada con el objetivo de comprender la relevancia de la comunicación como motor de las relaciones docente-alumno para el Aprendizaje Significativo en el contexto de la educación básica. Este es un estudio de caso en el que se utilizan entrevistas semiestructuradas con guión como instrumento de recopilación de datos para la interpretación de datos a través del análisis de contenido. Se realizaron entrevistas con profesores y alumnos de 2 (dos) escuelas primarias públicas de Várzea Grande, Mato Grosso. En el presente artículo se consideraron los análisis de los informes obtenidos por los estudiantes. Los resultados de la investigación sugieren que la comunicación confiada y enfocada en la relación docente-alumno debe ser priorizada como una herramienta relevante en la enseñanza y utilizada por los docentes en beneficio propio, haciendo que los alumnos se sientan importantes y, por ende, desarrollen su autoestima. en un mayor interés por el tema y un mayor desarrollo intelectual. En el día a día del aula, la comunicación es fundamental para el desempeño de los procesos de interacción existentes entre docente y alumno. Para los estudiantes entrevistados, esto solo es posible si el docente abre espacios para que el estudiante se exprese, y es a través de esa actitud que se brindan ganancias relacionadas con el autoconocimiento y la confianza en sí mismo, lo que lleva al estudiante a adquirir autonomía.Trata-se de um recorte da pesquisa de mestrado do Programa PPGEn UNIC/IFMT, já concluída e desenvolvida com objetivo de compreender a relevância da comunicação como impulsionadora das relações professor-aluno para a Aprendizagem Significativa no contexto do ensino fundamental. Trata-se de um estudo de caso em que entrevistas semiestruturadas roteirizadas são utilizadas como instrumento de coleta de dados para interpretação dos dados por meio da análise de conteúdo. Foram realizadas entrevistas com professores e alunos de 2 (duas) escolas públicas de educação básica de Várzea Grande, Mato Grosso. No presente artigo, consideraram-se as análises dos relatos obtidos pelos discentes. Os resultados da pesquisa sugerem que a comunicação confiante e com foco na relação professor-aluno precisa ser priorizada como ferramenta relevante no ensino e utilizada pelos professores em benefício próprio, fazendo com que os alunos se sintam importantes e, assim, desenvolvam sua auto-estima, resultando em maior interesse pelo assunto e maior desenvolvimento intelectual. No cotidiano de sala de aula a comunicação é imprescindível para o desempenho dos processos de interação existentes entre professor e aluno. Para os discentes entrevistados, isso só é possível se o professor realizar abertura de espaço para que o aluno possa se expressar, e é por meio de tal atitude que se proporciona ganhos relacionados ao autoconhecimento e a autoconfiança levando assim o aluno a adquirir autonomia.Research, Society and Development2022-09-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3421210.33448/rsd-v11i12.34212Research, Society and Development; Vol. 11 No. 12; e01111234212Research, Society and Development; Vol. 11 Núm. 12; e01111234212Research, Society and Development; v. 11 n. 12; e011112342122525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/34212/28778Copyright (c) 2022 Maria dos Santos Guimarães; Cilene Maria Lima Antunes Macielhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGuimarães, Maria dos Santos Maciel, Cilene Maria Lima Antunes 2022-09-26T11:56:08Zoai:ojs.pkp.sfu.ca:article/34212Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:49:36.315394Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Assertive communication as a condition for meaningful learning La comunicación asertiva como condición para el aprendizaje significativo A comunicação assertiva como condição para a aprendizagem significativa |
title |
Assertive communication as a condition for meaningful learning |
spellingShingle |
Assertive communication as a condition for meaningful learning Guimarães, Maria dos Santos Comunicación Autoestima Educación básica Prácticas de enseñanza. Communication Self-esteem Basic education Teaching practices. Comunicação Autoestima Aprendizagem significativa Educação básica Práticas de ensino. |
title_short |
Assertive communication as a condition for meaningful learning |
title_full |
Assertive communication as a condition for meaningful learning |
title_fullStr |
Assertive communication as a condition for meaningful learning |
title_full_unstemmed |
Assertive communication as a condition for meaningful learning |
title_sort |
Assertive communication as a condition for meaningful learning |
author |
Guimarães, Maria dos Santos |
author_facet |
Guimarães, Maria dos Santos Maciel, Cilene Maria Lima Antunes |
author_role |
author |
author2 |
Maciel, Cilene Maria Lima Antunes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Guimarães, Maria dos Santos Maciel, Cilene Maria Lima Antunes |
dc.subject.por.fl_str_mv |
Comunicación Autoestima Educación básica Prácticas de enseñanza. Communication Self-esteem Basic education Teaching practices. Comunicação Autoestima Aprendizagem significativa Educação básica Práticas de ensino. |
topic |
Comunicación Autoestima Educación básica Prácticas de enseñanza. Communication Self-esteem Basic education Teaching practices. Comunicação Autoestima Aprendizagem significativa Educação básica Práticas de ensino. |
description |
This is an excerpt from the master's research of the PPGEn UNIC/IFMT Program, already completed and developed with the objective of understanding the relevance of communication as a driver of teacher-student relationships for Meaningful Learning in the context of elementary education. This is a case study in which scripted semi-structured interviews are used as a data collection instrument for data interpretation through content analysis. Interviews were conducted with teachers and students from 2 (two) public elementary schools in Várzea Grande, Mato Grosso. In the present article, the analyzes of the reports obtained by the students were considered. The research results suggest that confident communication and focused on the teacher-student relationship needs to be prioritized as a relevant tool in teaching and used by teachers for their own benefit, making students feel important and, thus, develop their self-esteem, resulting in greater interest in the subject and greater intellectual development. In the daily classroom, communication is essential for the performance of the interaction processes existing between teacher and student. For the students interviewed, this is only possible if the teacher makes space for the student to express himself, and it is through such an attitude that gains related to self-knowledge and self-confidence are provided, thus leading the student to acquire autonomy. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-05 |
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://rsdjournal.org/index.php/rsd/article/view/34212 10.33448/rsd-v11i12.34212 |
url |
https://rsdjournal.org/index.php/rsd/article/view/34212 |
identifier_str_mv |
10.33448/rsd-v11i12.34212 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/34212/28778 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Maria dos Santos Guimarães; Cilene Maria Lima Antunes Maciel https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Maria dos Santos Guimarães; Cilene Maria Lima Antunes Maciel https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 12; e01111234212 Research, Society and Development; Vol. 11 Núm. 12; e01111234212 Research, Society and Development; v. 11 n. 12; e01111234212 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
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UNIFEI |
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UNIFEI |
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Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052722341478400 |