O comportamento do professor sob controle do comportamento do aluno: uma pesquisa em serviço

• Ano de defesa: 2015
• Autor(a) principal: Guimarães, Luisa Schivek
• Orientador(a): Luna, Sergio Vasconcelos de
• Tipo de documento: Dissertação
• 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 Psicologia Experimental: Análise do Comportamento
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Contingências em sala de aula; Comportamento do professor; Análise do comportamento
• Palavras-chave em Inglês: Classroom management; Teacher s behavior; Behavior analysis
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16744

The present research was conducted aiming to evaluate if the exposition of teachers to scenes of their own lessons, followed by questions about the exhibited interactions, feedback for the interactions analysis and the proposition of alternative actions could change the teacher behavior in class, in a way that they showed more effective actions with their students. A teacher of the fifth grade of high school participated of the study, and it were asked to her to indicate a student with learning difficulties to be the focus of the analysis. On the pre-intervention period, it was filmed six lessons of the participant. The teacher and student responses in the videos were registered according to previously established categories and had its frequencies calculated. The observations of the teacher and student behavior patterns in class, as well as the analysis of the categories frequencies, indicated that few teacher responses were emitted under control of the behavior of the indicated student. This being a service research, it was conducted an intervention aiming to increase the probability that the teacher behavior got under control of the student s behavior, and that the first turned to act in way that involved her more in the lesson. The intervention consisted of four conversations with the researcher where it was showed parts of her lessons. It were asked questions to the participant about her objectives on the episodes, what have she done to achieve it and whether she considered that had achieved or not. Later, the researcher presented her observations about the same aspects, as well as models and suggestions of alternative actions to the cases where the teacher interventions were considered not successful. It was observed that, in lessons following the first two interventions, there were changes on the teacher behavior related to some students, wherein on the first class she turned to ask more questions to the students and on the second she started to offer a better support for them to answer, through prompts and explanations. However, it was not observed expressive changes on her behavior addressed to the target student. On the two last lessons it was observed some changes on her interactions with the target student: on the third lesson the teacher offered more prompts and feedbacks to the activities performed by the student, and on the fourth lesson the teacher directed more questions to the student, as well as offered the due support in the more difficulties cases. The procedure showed itself effective on the production of a teacher repertoire under control of the student behavior, mainly related to the aspects which were worked on the interventions