A constituição do professor que trabalha com literatura infantojuvenil: um estudo na perspectiva de Henri Wallon

Detalhes bibliográficos
Ano de defesa: 2012
Autor(a) principal: Mendes, Daniela Barros lattes
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
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
Departamento: Psicologia
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/16062
Resumo: The objective of this research was to comprehend, by prioritizing the affective dimension, how the teacher that works with children's literature constitutes himself, considering that to Wallon (theoretical reference for the present study) the affective dimension integrated with the cognitive and motor dimension constitutes the person. The research had a qualitative approach and in order to gather information an interview with directed questions was held, such interview was characterized as an autobiographical narrative since the fifth grade teacher tells the story of her life from her childhood to present day. The pieces of information were organized in a chart to facilitate the analysis and discussion. Right after this stage six main points were raised: living in the school environment; remarkable teachers; playing around; contact with books; solidarity and the role of other people influencing the teacher's work. The present study showed that affection influences in classroom relationships and that the other person (students, former teachers or the author of the literary work) contributes to the formation of the literature teacher