Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Mano, Gisele Aparecida Rodrigues
 |
| Orientador(a): |
Almeida, Laurinda Ramalho de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19828
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Resumo: |
The aim of this work was to analyze the view of students from the high school first year of a state public school about issues regarding the school context. In a natural situation of a Portuguese class, the students were asked to answer the following questionnaire: What would be an ideal school to you? What would be an ideal teacher to you? What would be an ideal student to you? What would be an ideal classmate to you? Further the questionnaire, the students were asked to write a note to a teacher that, for any reason, was remembered by them at that moment. The questions offered have intended to bring the students to consider the present pathways and the possibilities of changing. On the other hand, talking about ideals enables not only the values exposition but also the reflection about them. The theoretical background, that supports the questions approach and analysis, is the Henri Wallon’s Psicogenetics, with emphasis on the puberty/adolescent phase – in which period find the research subjects and one become aware of the continuity, transitory and the constant change of the temporal flux. The environment plays an important role in the Wallonian theory and it is valid for any development stage. There is a need to comprehend the Wallon understanding which says that it is not only the environment where the child lives, but also its dreams environment (imagination, idealization), that deeply marks the person development. The questions offered here allowed the subjects to undergo, in the imaginary, others environments that are different from the concrete ones where they live. Giving a voice to the students, by asking them to manifest their ideals, brought important indicators about their dreams regarding the school environment, and provided subsidies to teachers and managers in order to better understand the students and the school. This research showed that the affective dimension plays an essential role during the scholar time, which is made evident in the answers to the questions as well as in the notes wrote. Furthermore, it revealed that the students desires include not only the improvement in the relationships quality between the one involved in the learning process, but also they wish improvement in the school infrastructure, presence of actors – teachers and students – committed to the learning and teaching process, presence of technology resources and differentiated practices |
