O relacionamento com o professor e sua influência no processo ensino-aprendizagem: percepção de alunos do curso de graduação em enfermagem

• Ano de defesa: 2005
• Autor(a) principal: Souza, Mônica Dilene de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Franca; Brasil; Pós-Graduação; Programa de Mestrado em Promoção de Saúde; UNIFRAN
• Palavras-chave em Português: Relacionamento professor-aluno; Processo ensino-aprendizagem; Graduação em Enfermagem; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/659

This study is a research applied to a group of students of the Undergraduate Nursing Course at a university center in the interior of São Paulo, located in the city of Ribeirão Preto. The teacher-student relationship, although complex, is a fundamental axis and an integral part of the educational process, as well as fundamental for personal and psofessional development. This study was carried out with the intention of bringing contributions so that students and teachers, together, try through the relationship established between them to discover ways, which stimulate and facilitate the teaching-learning process. It aimed to characterize the relationship with the teacher under the student's perception and to evaluate the influence that this relationship has on the teaching-learning process. The data were obtained through an adapted structured questionnaire, answered by 156 students. For data analysis, descriptive statistics were used, showing that the affective aspects of the teacher-student relationship have enabled the teaching-learning process. From the results obtained, it was found that the subjects surveyed describe the teacher as a learning facilitator; someone concerned with the student's learning; able to provide a pleasant coexistence atmosphere and an enriching teaching-learning process that meets the student's expectations. It provides the student with a space, where he feels participant, motivated, at ease and secure, becoming more critical, more demanding and studious. The subjects point out as blocking attitudes for learning and frequently presented by the teacher: the manifestation of preference by some students; impatience in the face of failures; when he disregards his views and / or treats him with irony or authoritarianism; as facilitating attitudes point to: when it encourages you to do your best; allows freedom of expression of ideas and feelings; respects differences of opinion and shares responsibility for solving problems with it.