Rela??o afetiva entre professora e estudantes do Ensino Superior: sentidos, desafios e possibilidades

• Main Author: Souza, Cleudin?te Ferreira dos Santos
• Other Authors: Ribeiro, Marinalva Lopes
• Format: Others
• Language: Portuguese
• Published: Universidade Estadual de Feira de Santana 2016
• Subjects: Afetividade; Rela??o professor-estudante; Ensino Superior; Representa??es Sociais; Teoria da Complexidade; Affectivity; Teacher-student relationship; Higher Education; Social representation; Complexity theory; CIENCIAS HUMANAS::EDUCACAO
• Online Access: http://localhost:8080/tede/handle/tede/383

Submitted by Ricardo Cedraz Duque Moliterno ([e-mail]) on 2016-09-05T22:21:53Z No. of bitstreams: 1 Vers?o final da Disserta??o de Mestrado em Educa??o de Cleudin?te Ferreira dos Santos Souza (1).pdf: 1405485 bytes, checksum: cddb8847ddf1187f7aadad879f6ab482 (MD5) === Made available in DSpace on 2016-09-05T22:21:53Z (GMT). No. of bitstreams: 1 Vers?o final da Disserta??o de Mestrado em Educa??o de Cleudin?te Ferreira dos Santos Souza (1).pdf: 1405485 bytes, checksum: cddb8847ddf1187f7aadad879f6ab482 (MD5) Previous issue date: 2016-04-15 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES === The research that led to this Master's thesis, developed in the Graduate Education Program of the State University of Feira de Santana, aimed to understand the affective relationship between a teacher and students in the teaching practice, in the context of the Civil Engineering course, having as references its social representations. The study, a qualitative approach in the case study method, was guided by the principles of the Social Representation Theory and in the Complexity Theory. In the collecting and production of the data, we used systematic observation of teaching practice, both in the classroom and in the construction site, and interviews with the use of stimulus question. The observed group consisted of 36 students. Of these, we selected 12 students and the faculty for interviews. The study was referenced in authors such as Ribeiro (2004, 2009, 2010), Moraes (2003), Pinto (2005), Tassoni and Santos (2013), Damasio (2000), among others, to handle on the concept of affectivity, emotion and feeling ; Ribeiro, Jutras and Louis (2005), Veras and Ferreira (2010), Carpim, Behrens and Torres (2014), Freire (1996), Postic (2007) and others to discuss the teaching practice concepts and Moscovici (2003) and Jodelet (2005) to support the Theory of Social Representations; Morin, 2007; Moraes, 2008; Behrens, 2007 to support the Complexity Theory. The Data analysis was inspired by the Bardin Content Analysis (2010). During the analysis three dimensions were identified: a) the affective sense in the educational relationship; b) the challenges of the affective relationship between teachers and students; c) the facing of the challenges of affective relationship in teaching practice. The results show that the meanings attributed by research collaborators in relation to affectivity are linked: to the idea of pleasure in teaching; the teacher's attitudes towards students; the personal qualities of the teacher.The challenges to be faced refers to the promotion of changes in relation to the teacher attitudes with students and to the changes in teaching strategies. With regard to the possibilities to face the challenges, it was evident the need for reflection on the practice itself and the continuing training of higher education teachers. In addition, the results show that the affective teacher is near, supportive, welcoming, cares with the training needs of students, respect cultural differences, is dedicated to the profession, is a friend, has common sense, sensitivity, flexibility and humanity in dealing with cognitive and affective difficulties of students. The main conclusion of this study was that the centrality of the practice of the teacher considered affective is on students learning. === A pesquisa que deu origem a esta disserta??o de Mestrado, desenvolvida no Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana, teve por objetivo compreender a rela??o afetiva entre uma professora e estudantes na pr?tica de ensino, no contexto do Curso de Engenharia Civil, tendo como refer?ncias as suas representa??es sociais. O estudo, de abordagem qualitativa na modalidade Estudo de Caso, pautou-se nos princ?pios da Teoria das Representa??es Sociais e da Teoria da Complexidade. Na coleta e produ??o dos dados, utilizamos a observa??o sistem?tica da pr?tica docente, tanto na sala de aula quanto no canteiro de obra, al?m de entrevistas com o uso de quest?o est?mulo. A turma observada era composta por 36 estudantes. Desses, selecionamos para entrevistas 12 discentes e a docente. O estudo se referenciou em autores como Ribeiro (2004, 2009, 2010), Moraes (2003), Pinto (2005), Tassoni e Santos (2013), Dam?sio (2000), dentre outros, para tratar sobre o conceito de afetividade, emo??o e sentimento; Ribeiro, Jutras e Louis (2005), Veras e Ferreira (2010), Carpim, Behrens e Torres (2014), Freire (1996), Postic (2007) e outros para discutir as concep??es de pr?tica de ensino; Moscovici (2003) e Jodelet (2005) para fundamentar a Teoria das Representa??es Sociais; Morin, 2007; Moraes, 2008; e Behrens 2007 para dar suporte ? Teoria da Complexidade. A an?lise dos dados foi inspirada na An?lise de Conte?dos de Bardin (2010). Durante a an?lise foram identificadas tr?s dimens?es: a) Os sentidos da afetividade na rela??o educativa; b) Os desafios da rela??o afetiva entre professores e estudantes; c) O enfrentamento dos desafios da rela??o afetiva na pr?tica docente. Os resultados obtidos apontam que os sentidos atribu?dos pelos colaboradores da pesquisa em rela??o ? afetividade se vinculam: ? ideia de prazer na doc?ncia; ?s atitudes do docente em rela??o aos estudantes; ?s qualidades pessoais do docente. Os desafios a serem enfrentados referem-se ? promo??o de mudan?as em rela??o ?s atitudes do docente com os estudantes e ?s mudan?as nas estrat?gias de ensino. No que diz respeito ?s possibilidades para o enfrentamento dos desafios, ficou evidente a necessidade da reflex?o sobre a pr?pria pr?tica e a forma??o continuada dos professores da educa??o superior. Al?m disso, os resultados revelam que o professor afetivo ? pr?ximo, solid?rio, acolhedor, se peocupa com as necessidades formativas dos estudantes, respeita as diferen?as culturais, dedica-se ? profiss?o, ? amigo, tem bom senso, sensibilidade, flexibilidade e humanidade ao tratar das dificuldades cognitivas e afetivas dos estudantes. A principal conclus?o deste estudo foi que a centralidade da pr?tica do professor considerado afetivo est? na aprendizagem dos estudantes.