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A dimensão afectiva na relação pedagógica : representações dos alunos dos 2º e 3º ciclos do ensino básico
Orientador(es)
Resumo(s)
Na análise do processo educativo, a delimitação do conceito de relação pedagógica tem sido
exaustivamente estudada, reafirmando-se sempre a sua complexidade devido à polissemia
conceptual inerente às suas múltiplas dimensões e às diferentes perspectivas em que poderá
ser abordada.
No seu sentido mais restrito, a relação pedagógica pode ser vista como um dos domínios da
relação interpessoal desenvolvida entre professor e aluno. A dimensão humana e social destas
relações possui características cognitivas e afectivas que são essenciais ao desenvolvimento
do aluno.Reconhecendo-se a complexidade da abordagem dos aspectos afectivos na relação
pedagógica é, no entanto, evidente a necessidade de mudança na instituição escolar e no
conceito de profissionalidade docente.
Nesta perspectiva, apresentamos um estudo com o qual se pretende conhecer as
representações dos alunos do 2° e 3° ciclos do ensino básico sobre a importância da dimensão
afectiva na relação pedagógica, e para o qual recorremos a metodologias quantitativas e
qualitativas. Para a recolha de dados, utilizamos dois tipos de instrumentos: uma subescala do
Questionário de Vivências Académicas (QVA), focalizada no relacionamento com
professores, aplicada a uma amostra de 142 alunos dos 6° e 9° anos, realização de entrevistas a
12 alunos dos mesmos anos de escolaridade.
Os resultados obtidos através da nossa amostra permitem-nos concluir que os alunos
expressam uma opinião globalmente positiva acerca da importância do relacionamento com
os professores. Verificamos também que estes resultados variam significativamente, em
função da idade e do ano de escolaridade, o que veio confirmar algumas das hipóteses por
nós, inicialmente, formuladas. Através do discurso oral dos entrevistados, podemos também
verificar que, na generalidade, estes atribuem maior importância às competências relacionais
dos professores do que à sua preparação académica, na (qualidade) da relação pedagógica.
Através dos diferentes estudos realizados sobre esta temática e referenciados ao longo do
enquadramento teórico, podemos concluir que os resultados obtidos neste trabalho nos
permitem reforçar o pressuposto da importância dos aspectos relacionais e afectivos na
relação pedagógica.
In the analysis of the educational process, the delimitation of the teacher-student relationship concept has been exhaustively studied, being its complexity always reaffirmed due to the conceptual polysemy inherent to its multiple dimensions and the different perspectives in which it can be approached. In its more restrictive sense, the teacher-student relationship can be seen as one of the domains of the interpersonal relationship developed between teacher and student. The social and human dimensions of these relationships possess cognitive and affective characteristics which are essential to the student's development. Although recognizing how complex it is to deal with the affective aspects of the teacher-student relationship, it is obvious, however, that the school institution needs to change, as does teaching professionalism concept. In this perspective, we present a study in which it is intended to know the representations produced by 2""* and year students from basic teaching about the importance of the affective dimension in the teacher-student relationship, using, for that effect, quantitative and qualitative methodologies. For collecting data we used two types of instruments: a subscale of the Life Experience Academic Questionnaire (QVA), centred in the relationship with teachers and which was applied to a sample of 142 students from the and grade, as well as interviews done to 12 students from the same school year. The results, obtained by both methods, allow us to conclude that the students express a general positive opinion about the importance of the relationship with the teachers. We may also verify that these results vary significantly according to the age and school year of the student, which confirms some of the hypothesis initially formulated by us. By the oral speech of the interviewed students, we can also verify that, in general, they attribute more importance to the teachers relationship competency than to their academic preparation in what concerns the quality of the teacher-student relationship. Through the different studies on this thematic, which we refered to along the theoretic exposition, we may conclude that the obtained results from this work allow us to reinforce the presupposition of the importance of the relational and affective aspects in the teacher-student relationship.
In the analysis of the educational process, the delimitation of the teacher-student relationship concept has been exhaustively studied, being its complexity always reaffirmed due to the conceptual polysemy inherent to its multiple dimensions and the different perspectives in which it can be approached. In its more restrictive sense, the teacher-student relationship can be seen as one of the domains of the interpersonal relationship developed between teacher and student. The social and human dimensions of these relationships possess cognitive and affective characteristics which are essential to the student's development. Although recognizing how complex it is to deal with the affective aspects of the teacher-student relationship, it is obvious, however, that the school institution needs to change, as does teaching professionalism concept. In this perspective, we present a study in which it is intended to know the representations produced by 2""* and year students from basic teaching about the importance of the affective dimension in the teacher-student relationship, using, for that effect, quantitative and qualitative methodologies. For collecting data we used two types of instruments: a subscale of the Life Experience Academic Questionnaire (QVA), centred in the relationship with teachers and which was applied to a sample of 142 students from the and grade, as well as interviews done to 12 students from the same school year. The results, obtained by both methods, allow us to conclude that the students express a general positive opinion about the importance of the relationship with the teachers. We may also verify that these results vary significantly according to the age and school year of the student, which confirms some of the hypothesis initially formulated by us. By the oral speech of the interviewed students, we can also verify that, in general, they attribute more importance to the teachers relationship competency than to their academic preparation in what concerns the quality of the teacher-student relationship. Through the different studies on this thematic, which we refered to along the theoretic exposition, we may conclude that the obtained results from this work allow us to reinforce the presupposition of the importance of the relational and affective aspects in the teacher-student relationship.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Teoria e Desenvolvimento Curricular), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Relação pedagógica Afectividade Representação dos alunos Representação dos professores