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

• Ano de defesa: 2016
• Autor(a) principal: Vieira, Ana Lúcia de Sant´Ana Ferrari
• Orientador(a): Almeida, Laurinda Ramalho de
• 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: Afetividade; Psicogenética walloniana; Professores > Formação profissional; Affectivity; Wallon psychogenetics; Teachers
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/19616

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