A relação pedagógica em sala de aula: um estudo sobre o fracasso escolar e a construção da autonomia

• Ano de defesa: 2010
• Autor(a) principal: Ferraz, Viviane Martins Vital
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Relação pedagógica; Fracasso escolar; Autonomia; Pedagogical relation; School failure; Autonomy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/6946

This paper is associated to the Line of Practical School Research and Public Policies, Program of Post-Graduation in Education, Federal University of Santa Maria. The current study is in the Group of Moral Affection Research and, its main project: The conflicts and feelings presents in the pedagogical relation and their interlineations in the construction of the moral personality . The theme had, as its propelling mole, the social indicators presented by IBGE ( Brazilian Institute of Geography and Statistics, in Portuguese) in 2008 about the quality of education in Brazil and these reveal elevated levels of school failure due to the lack of learning of students. It is noticed from this problem the relevance of investigating the pedagogical relation in classroom. Thus, the aim of this research was to understand how the conditions of the pedagogical relation in classroom can contribute to reduce the school failure and to construct the student s autonomy. The methodology adopted presents a qualitative approach, under the perspective of a study case in a group of 4th grade of Fundamental School of a city school in Santa Maria, RS state, Brazil. The data collect was taken by means of direct observations in the classroom environment and the data were recorded in a field diary, in the school document analysis like the school rules and, the Political Pedagogical Project as well as in the semi-structured interview along with the class teacher. The work was divided into three chapters: delimitation and fundaments of the research; technical support blending the papers of Piaget and Alicia Fernández and the data analysis. The data were analyzed under the theoretical support of the following authors: pedagogical relation (ESTRELA, 1994; BECKER, 2001); the conditions of the pedagogical relation: knowledge (PIAGET, 1973), activities (ESTRELA, 1994), rules (PIAGET, 1977); successful school failure (FERNÁNDEZ, 1991, 1994, 2001a, 2001b); author subject (FERNÁNDEZ, 2001a): moral autonomy (PIAGET, 1972; 1977). Based in the data analysis, it was observed that the pedagogical relation developed by the teacher in classroom characterized by the freedom of thinking in an active way and not only by the reproduction of knowledge in a passive form. It also helped build the students autonomy, reducing the school failure of a successful way.