A constituição da pessoa de professoras consideradas marcantes por seus alunos, na perspectiva da psicogenética walloniana

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Vieira, Ana Lúcia de Sant´Ana Ferrari lattes
Orientador(a): Almeida, Laurinda Ramalho de
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: Psicologia da Educação
Departamento: Faculdade de Educação
País: Brasil
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/19616
Resumo: The present investigation focuses the teachers who are considered remarkable by their students. The proposed question for the study was: How did teachers considered remarkable by their students constitute themselves as educators? From the unfolding of such question, the following objective was shaped: identify the influences that contributed to constitute the teachers considered remarkable by their students. The data were collected from interviews with three teachers: two of them teach graduate courses and the other one is a high school teacher. The criteria for choosing those teachers were based on the students’ and former students’statements regarding those teachers as remarkable ones. We conducted a qualitative research and the individual semistructured interview was the instrument for data generation. The theoretical approach that supported the data analysis was Wallon Psychogenetics. For data analysis, the interviews were transcribed, the most relevant topics for the research question were identified, and finally, the interviews were retold from the researcher’s understanding and the theoretical approach in order to make it possible to build a discussed synthesis containing the most meaningful information. The interview analysis enabled us to realize that the constitution of the interviewed teachers as educators was deeply marked by social means and by the meaningful Others that took part in their paths