Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Seriani, Raquel
 |
| Orientador(a): |
Manrique, Ana Lúcia |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| 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/22932
|
Resumo: |
This qualitative research aimed to analyze, through the testimony of teachers, what teachers of night high school mathematics think about the interpersonal relationships that occur in mathematics classes. The study is justified by the fact that the investment in interpersonal relationships in the classroom favors the strengthening of the bond between teacher and students, in order to enable students to greater involvement, motivation and appropriation of knowledge. The collected data were obtained through individual semi-structured interviews, recorded in audio and fully transcribed. The research participants are eight mathematics teachers who teach in state schools in the city of São Paulo. We consider as theoretical foundation the school climate and interpersonal relationships among teachers, students and mathematics. The results indicated that the interpersonal relationships that take place in mathematics classes are full of dilemmas, conflicts and difficulties related to: consolidation of the partnership between school and family; lack of support from the management team; precariousness of school infrastructure; overload of teacher responsibilities; indiscipline; absences of students at night; lack of student mobilization for studies; among other factors. Even in the face of so many obstacles, the persistence and the desire to contribute to the formation of students makes teachers not give up their career, work with activities that value the affective aspects of young people and dedicate themselves to vocational training |
