Autoridade docente no ensino fundamental: a escuta de atores de uma escola pública do Distrito Federal

• Ano de defesa: 2018
• Autor(a) principal: Ugolini, Edna Miranda
• Orientador(a): Cunha, Célio da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Adolescência; Gestão escolar; Autoridade docente; Ensino fundamental; Relação professor-aluno
• Palavras-chave em Inglês: Teacher-student relationship; School management; Elementary School; Teaching authority; Adolescence
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: Among the many problems that education faces today, we highlight the question of the teaching authority that will be the focus of this thesis. It is an increasing challenge to exercise it in the face of social and educational changes and also to exercise authority in the classroom, especially in the final years of elementary school, being considered as a major challenge, where students are entering the classroom. adolescents with higher chances of conflicts, according to Abramovay (2006), Castedo, Alonso and Roales (2010), Pontes (2014), Lima (2015) and Lira (2016). In this way, it became essential to identify which are the most influential factors on the change in the teaching authority from the perspective of students, teachers, administrative and pedagogical staff and managers, has become essential and still check whether there is a possible relationship between authority teacher and sex, age, curricular component, shift and teacher teaching time. It’s a qualitative research, descriptive and exploratory in a public school, within the best scores, by the IDEB of 2015, being applied the triangulation of Yin (2001) using focus groups, semi-structured interviews and documentary analysis. The results evidenced the exercise of bureaucratic authority, with authoritarian behaviors adopted by teachers. Most teachers had no class dominance. The men were rigid in collecting the jobs and the women lacked patience and creativity in class, according to students' testimonials. Teachers between eight and 15 years of career were highlighted, as the most friendly, safe, young and with initiative to resolve conflicts between students. The afternoon shift was hampered by the large rotation of both effective and temporary teachers, as well as being new to the career and with little classroom experience. The afternoon students were smaller, more unruly, and recorded more disciplinary occurrences. The pedagogical and administrative staff performed bureaucratic services on the orders of the managers, being inflexible and rude to the students. The subjects of Geography and History were highlighted, as the best subjects for having legal, understanding, friendly and young teachers. The teachers of Portuguese Language, Physical Education and Arts were highlighted for being harsh and lacking in patience, and had more career, school and chronological age near retirement. The students, according to their statements, had no opportunity to express themselves, were coerced, threatened and disciplined due to misbehavior. It is suggested to search other schools, both higher and lower IDEB 2015, in order to verify the question of teaching authority in other clientele, in different regions, with similar realities for the purpose of comparing the results.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2513

Among the many problems that education faces today, we highlight the question of the teaching authority that will be the focus of this thesis. It is an increasing challenge to exercise it in the face of social and educational changes and also to exercise authority in the classroom, especially in the final years of elementary school, being considered as a major challenge, where students are entering the classroom. adolescents with higher chances of conflicts, according to Abramovay (2006), Castedo, Alonso and Roales (2010), Pontes (2014), Lima (2015) and Lira (2016). In this way, it became essential to identify which are the most influential factors on the change in the teaching authority from the perspective of students, teachers, administrative and pedagogical staff and managers, has become essential and still check whether there is a possible relationship between authority teacher and sex, age, curricular component, shift and teacher teaching time. It’s a qualitative research, descriptive and exploratory in a public school, within the best scores, by the IDEB of 2015, being applied the triangulation of Yin (2001) using focus groups, semi-structured interviews and documentary analysis. The results evidenced the exercise of bureaucratic authority, with authoritarian behaviors adopted by teachers. Most teachers had no class dominance. The men were rigid in collecting the jobs and the women lacked patience and creativity in class, according to students' testimonials. Teachers between eight and 15 years of career were highlighted, as the most friendly, safe, young and with initiative to resolve conflicts between students. The afternoon shift was hampered by the large rotation of both effective and temporary teachers, as well as being new to the career and with little classroom experience. The afternoon students were smaller, more unruly, and recorded more disciplinary occurrences. The pedagogical and administrative staff performed bureaucratic services on the orders of the managers, being inflexible and rude to the students. The subjects of Geography and History were highlighted, as the best subjects for having legal, understanding, friendly and young teachers. The teachers of Portuguese Language, Physical Education and Arts were highlighted for being harsh and lacking in patience, and had more career, school and chronological age near retirement. The students, according to their statements, had no opportunity to express themselves, were coerced, threatened and disciplined due to misbehavior. It is suggested to search other schools, both higher and lower IDEB 2015, in order to verify the question of teaching authority in other clientele, in different regions, with similar realities for the purpose of comparing the results.