Pedagogic Class Support in Conception of Teac Hing of Regular Class
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Psicologia (Universidade Presbiteriana Mackenzie. Online) |
Texto Completo: | http://editorarevistas.mackenzie.br/index.php/ptp/article/view/6499 |
Resumo: | This paper aims to discuss the conceptions of teachers on regular class about the pedagogic class support. The participants were 68 teachers in the early years of municipal schools, which responded to a questionnaire, self-administered wich consists on 18 questions. Questionnaires considered “not valid” for the purposes of a master thesis were used. For their analysis, it was adopted the content analysis, considering the assumptions of epistemic-methodological approach of dialectical and historical materialism. This study demonstrates that the conditions of work are crucial for the teachers actions and how affect the schooling process on their students. The results points to the fact that, in general, the working conditions of the teachers do not favor the critical thinking and reflections as much on their actions, what proposes, in general, a homogenizing design and annulment of what constitute students as subjects. |
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Pedagogic Class Support in Conception of Teac Hing of Regular ClassClases de Apoyo Pedagógico en la Concepción de las Maestras de Clase RegularSalas de Apoio Pedagógico na Concepção de Professoras da Sala Regulartrabajo docentesalas de apoyo pedagógicocondiciones de trabajodificultades en el proceso de escolarizaciónculpa de los estudiantestrabalho docentesala de apoio pedagógicocondições de trabalhodificuldades no processo de escolarizaçãoculpabilização dos estudantesteaching workpedagogic class supportworking conditionsdifficulties in the schooling processblaming on the studentsThis paper aims to discuss the conceptions of teachers on regular class about the pedagogic class support. The participants were 68 teachers in the early years of municipal schools, which responded to a questionnaire, self-administered wich consists on 18 questions. Questionnaires considered “not valid” for the purposes of a master thesis were used. For their analysis, it was adopted the content analysis, considering the assumptions of epistemic-methodological approach of dialectical and historical materialism. This study demonstrates that the conditions of work are crucial for the teachers actions and how affect the schooling process on their students. The results points to the fact that, in general, the working conditions of the teachers do not favor the critical thinking and reflections as much on their actions, what proposes, in general, a homogenizing design and annulment of what constitute students as subjects.Este trabajo tiene como objetivo discutir los conceptos de maestras en la clase regular de apoyo pedagógico. Las participantes fueron 68 maestras en los primeros años de las escuelas municipales, las cuales respondieron al cuestionario, auto aplicado y compuesto de 18 preguntas. Se utilizaron cuestionarios considerados “no válidos”, para los objetivos de una tesis de maestría. Para su análisis, se adoptó el análisis de contenido, considerando los presupuestos del abordaje epistemológico y metodológico del materialismo histórico y dialéctico. Este estudio muestra que las condiciones de trabajo son cruciales para las acciones docentes y afectan el proceso de escolaridad de los estudiantes. Los resultados apuntan para el hecho de que, en general, las condiciones de trabajo de las maestras no favorecen el pensamiento crítico y las reflexiones tanto como sus acciones, lo que propone, en general, una concepción homogeneizada y anuladora de aquello que constituye los estudiantes como sujetos.Este trabalho tem como objetivo discutir as concepções de professoras da sala regular sobre as salas de apoio pedagógico. As participantes da pesquisa foram 68 professoras dos anos iniciais da rede municipal de ensino, as quais responderam a um questionário, autoaplicável e composto por 18 perguntas. Foram utilizados questionários considerados “não válidos” para os objetivos de uma pesquisa de mestrado. Para sua análise, adotou-se a análise de conteúdo, considerando os pressupostos da abordagem epistêmico metodológica do materialismo histórico e dialético. Este estudo demonstra que as condições de trabalho são determinantes para as ações docentes e afetam o processo de escolarização do estudante. Os resultados apontam para o fato de que, em geral, as condições de trabalho das professoras não favorecem o pensamento crítico e reflexões quanto a suas ações, o que propõe, em geral, uma concepção homogeneizadora e anulatória daquilo que constitui os estudantes como sujeitos.Editora Mackenzie2016-10-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/649910.15348/1980-6906/psicologia.v18n2p173-188The Journal Of Psychology: Theory and Practice ; Vol. 18 No. 2 (2016); 173-188Revista Psicología: Teoría y Práctica; Vol. 18 Núm. 2 (2016); 173-188Revista Psicologia: Teoria e Prática; v. 18 n. 2 (2016); 173-1881980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/6499/6140Copyright (c) 2016 Heloiza Iracema Luckow, Aliciene Fusca Machado Cordeiro, Mariana Datria Schulzehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLuckow, Heloiza IracemaCordeiro, Aliciene Fusca MachadoSchulze, Mariana Datria2023-07-12T20:33:06Zoai:ojs.editorarevistas.mackenzie.br:article/6499Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-12T20:33:06Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false |
dc.title.none.fl_str_mv |
Pedagogic Class Support in Conception of Teac Hing of Regular Class Clases de Apoyo Pedagógico en la Concepción de las Maestras de Clase Regular Salas de Apoio Pedagógico na Concepção de Professoras da Sala Regular |
title |
Pedagogic Class Support in Conception of Teac Hing of Regular Class |
spellingShingle |
Pedagogic Class Support in Conception of Teac Hing of Regular Class Luckow, Heloiza Iracema trabajo docente salas de apoyo pedagógico condiciones de trabajo dificultades en el proceso de escolarización culpa de los estudiantes trabalho docente sala de apoio pedagógico condições de trabalho dificuldades no processo de escolarização culpabilização dos estudantes teaching work pedagogic class support working conditions difficulties in the schooling process blaming on the students |
title_short |
Pedagogic Class Support in Conception of Teac Hing of Regular Class |
title_full |
Pedagogic Class Support in Conception of Teac Hing of Regular Class |
title_fullStr |
Pedagogic Class Support in Conception of Teac Hing of Regular Class |
title_full_unstemmed |
Pedagogic Class Support in Conception of Teac Hing of Regular Class |
title_sort |
Pedagogic Class Support in Conception of Teac Hing of Regular Class |
author |
Luckow, Heloiza Iracema |
author_facet |
Luckow, Heloiza Iracema Cordeiro, Aliciene Fusca Machado Schulze, Mariana Datria |
author_role |
author |
author2 |
Cordeiro, Aliciene Fusca Machado Schulze, Mariana Datria |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Luckow, Heloiza Iracema Cordeiro, Aliciene Fusca Machado Schulze, Mariana Datria |
dc.subject.por.fl_str_mv |
trabajo docente salas de apoyo pedagógico condiciones de trabajo dificultades en el proceso de escolarización culpa de los estudiantes trabalho docente sala de apoio pedagógico condições de trabalho dificuldades no processo de escolarização culpabilização dos estudantes teaching work pedagogic class support working conditions difficulties in the schooling process blaming on the students |
topic |
trabajo docente salas de apoyo pedagógico condiciones de trabajo dificultades en el proceso de escolarización culpa de los estudiantes trabalho docente sala de apoio pedagógico condições de trabalho dificuldades no processo de escolarização culpabilização dos estudantes teaching work pedagogic class support working conditions difficulties in the schooling process blaming on the students |
description |
This paper aims to discuss the conceptions of teachers on regular class about the pedagogic class support. The participants were 68 teachers in the early years of municipal schools, which responded to a questionnaire, self-administered wich consists on 18 questions. Questionnaires considered “not valid” for the purposes of a master thesis were used. For their analysis, it was adopted the content analysis, considering the assumptions of epistemic-methodological approach of dialectical and historical materialism. This study demonstrates that the conditions of work are crucial for the teachers actions and how affect the schooling process on their students. The results points to the fact that, in general, the working conditions of the teachers do not favor the critical thinking and reflections as much on their actions, what proposes, in general, a homogenizing design and annulment of what constitute students as subjects. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-10-07 |
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 |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/6499 10.15348/1980-6906/psicologia.v18n2p173-188 |
url |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/6499 |
identifier_str_mv |
10.15348/1980-6906/psicologia.v18n2p173-188 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/6499/6140 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Heloiza Iracema Luckow, Aliciene Fusca Machado Cordeiro, Mariana Datria Schulze https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Heloiza Iracema Luckow, Aliciene Fusca Machado Cordeiro, Mariana Datria Schulze 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 |
Editora Mackenzie |
publisher.none.fl_str_mv |
Editora Mackenzie |
dc.source.none.fl_str_mv |
The Journal Of Psychology: Theory and Practice ; Vol. 18 No. 2 (2016); 173-188 Revista Psicología: Teoría y Práctica; Vol. 18 Núm. 2 (2016); 173-188 Revista Psicologia: Teoria e Prática; v. 18 n. 2 (2016); 173-188 1980-6906 1516-3687 reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online) instname:Universidade Presbiteriana Mackenzie (UPM) instacron:UPM |
instname_str |
Universidade Presbiteriana Mackenzie (UPM) |
instacron_str |
UPM |
institution |
UPM |
reponame_str |
Psicologia (Universidade Presbiteriana Mackenzie. Online) |
collection |
Psicologia (Universidade Presbiteriana Mackenzie. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM) |
repository.mail.fl_str_mv |
revistapsico@mackenzie.br |
_version_ |
1797051376327458816 |