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Interacção educativa em situação de conflito: Representações mobilizadas pelo professor
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Advisor(s)
Abstract(s)
Apresenta-se sinteticamente as conclusões de uma
investigação realizada no campo da relação pedagógica.
Identifica-se o quadro teórico de referência -
teoria das representações sociais - e discute-se a
pertinência e significado do estudo.
A investigação centra-se na posição do professor
(de alunos do 3P ciclo de escolaridade), e dirige-se
a exploração das suas representações do aluno e do
conflito professor-aluno, enquanto factores cognitivos
esclarecedores da relação educativa.
Tendo os discursos sido recolhidos junto de professores
em início de carreira e meio de carreira, procede-
se a análise comparativa das suas representações
e analisam-se os dados i luz das suas potenciais implicações
na dinâmica das representações e da relação
educativa.
Termina-se aludindo as representações sociais como
elemento do currículo oculto da Escola e discute-se
a essa luz, algumas questões decorrentes dos resultados
encontrados.
ABSTRACT: This study presents a summary of the main conclusions of research carried out in the area of teacher- -pupil relations. The theoretical framework is social role theory and both the relevance and significance of the study are questioned. The research focuses on the position of the teacher (of secondary school pupils aged 12 to 14) and explores the roles of the pupil and of teacher-pupil conflict, as cognitive factors which throw light on the educational relationship. Based on the discourses of teachers at the beginning and in the middle of their careers, a comparative analysis of their social role is made and the data is analysed in the light of its potential implications for the dynamics of social roles and of the educational relationship. The study ends with allusions to social roles as a part of the school’s hidden curriculum and a number of questions raised by the results are analysed in this light.
ABSTRACT: This study presents a summary of the main conclusions of research carried out in the area of teacher- -pupil relations. The theoretical framework is social role theory and both the relevance and significance of the study are questioned. The research focuses on the position of the teacher (of secondary school pupils aged 12 to 14) and explores the roles of the pupil and of teacher-pupil conflict, as cognitive factors which throw light on the educational relationship. Based on the discourses of teachers at the beginning and in the middle of their careers, a comparative analysis of their social role is made and the data is analysed in the light of its potential implications for the dynamics of social roles and of the educational relationship. The study ends with allusions to social roles as a part of the school’s hidden curriculum and a number of questions raised by the results are analysed in this light.
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Keywords
Citation
Análise Psicológica, 11, 335-342
Publisher
Instituto Superior de Psicologia Aplicada