Advisor(s)
Abstract(s)
A relação pedagógica sempre representou um papel central e imprescindível no processo de ensino-aprendizagem (Perrenoud, 2000; Cardoso, 2013). Não obstante, a relação pedagógica deve ser constantemente alvo de reflexão, por parte dos educadores, porque sem este exercício o alicerce de uma aprendizagem efetiva, sentida e conseguida pode ser abalado (Gonçalves, 2017). No âmbito do da prática de ensino supervisionada, em particular, no estágio numa sala de 3.º ano de escolaridade do 1.º Ciclo do Ensino Básico composta por dezassete alunos numa instituição pública na cidade do Porto, foi possível conhecer, de uma forma mais aprofundada esta relação, bem como refletir de forma sustentada sobre esta problemática. A intervenção educativa seguiu os princípios de uma investigação-ação, assente em pressupostos teóricos, subordinados ao mesmo tema, e de um profissional reflexivo que não entende a educação como um conceito estático, mas como algo mutável e que acontece ao longo da vida. Assim, desenvolveu-se um percurso de descoberta, a nível pessoal e profissional, refletindo sempre acerca das premissas para a construção de uma relação pedagógica de excelência (Gonçalves, 2015). Sabendo que o objetivo último da educação visa o desenvolvimento harmonioso da criança, valorizando a sua capacidade crítica, a observação, a opinião de professores e de alunos assumiu o motor de todo este processo que tencionamos divulgar com esta comunicação, a partir de um paradigma interpretativo e descritivo. Através da análise de diversos instrumentos de recolha dos dados de investigação, nomeadamente o inquérito por questionário, o inquérito por entrevista, a observação participante e o grupo de discussão, os resultados obtidos realçam o que é valorizado pelos docentes e pelos alunos para uma construção efetiva desta relação, tal como é preconizado por Becker (2012). Dos resultados, salientamos a evolução no pensamento dos professores, que se tornam defensores de uma pedagogia mais dinâmica, na qual, o aluno assume um papel ativo neste processo. Por sua vez, os alunos invocam um professor consciente e responsável tanto pelo sucesso como pelo insucesso escolar, destacando ainda o papel afetivo associado ao professor.
The pedagogical relation represents a central and indispensable role in the teaching-learning process. Nevertheless, the pedagogical relation should be constantly a target for reflection by the educator since without this, the foundation of an effective learning might be shaken. In the context of supervised teaching practice, in particular during an internship at a classroom of the 3rd year of the primary school composed by seventeen students in a public institution in the city of Porto, it was possible to understand this relation in a deep context and reflect in a sustained way this problem. The intervention in this context followed the principles of the investigation-action process, based on theoretical principles, that were subordinated to the same subject from a professional reflection that does not understand education as a static concept, but as something changeable that occurs throughout life. Therefore, a course of discovery at both personal and professional level was developed while reflecting on the premises that builds a pedagogical education of excellence. Knowing that the ultimate goal of education is to target the harmonious development of the child, while valuing its ability to judge and observe, both students and teacher’s opinions assumed the engine of this entire process that we intend to spread with this communication, from an interpretative and descriptive paradigm. By analysing instruments of data harvesting, such as surveys, interviews, active observations and discussion groups, the obtained results highlight what is valued by teachers and students in order to be able to build an effective pedagogical relation as advocated by Becker (2012). From the obtained results, we highlight the evolution in the mindset of teachers that have become defenders of a more dynamic pedagogy on which the student steps in with a much more active role in this process. In its turn, a much more conscient teacher, responsible for both the success or failure of the student is demanded, highlighting this way the affective role of the educator.
The pedagogical relation represents a central and indispensable role in the teaching-learning process. Nevertheless, the pedagogical relation should be constantly a target for reflection by the educator since without this, the foundation of an effective learning might be shaken. In the context of supervised teaching practice, in particular during an internship at a classroom of the 3rd year of the primary school composed by seventeen students in a public institution in the city of Porto, it was possible to understand this relation in a deep context and reflect in a sustained way this problem. The intervention in this context followed the principles of the investigation-action process, based on theoretical principles, that were subordinated to the same subject from a professional reflection that does not understand education as a static concept, but as something changeable that occurs throughout life. Therefore, a course of discovery at both personal and professional level was developed while reflecting on the premises that builds a pedagogical education of excellence. Knowing that the ultimate goal of education is to target the harmonious development of the child, while valuing its ability to judge and observe, both students and teacher’s opinions assumed the engine of this entire process that we intend to spread with this communication, from an interpretative and descriptive paradigm. By analysing instruments of data harvesting, such as surveys, interviews, active observations and discussion groups, the obtained results highlight what is valued by teachers and students in order to be able to build an effective pedagogical relation as advocated by Becker (2012). From the obtained results, we highlight the evolution in the mindset of teachers that have become defenders of a more dynamic pedagogy on which the student steps in with a much more active role in this process. In its turn, a much more conscient teacher, responsible for both the success or failure of the student is demanded, highlighting this way the affective role of the educator.
Description
Keywords
Relação pedagógica Intervenção educativa Exercício reflexivo Contexto de 1.º Ciclo do Ensino Básico Pedagogical relation Reflective intervention Reflective exercise Context of primary school
Pedagogical Context
Citation
Monteiro, J. M., Gonçalves, D. (2019). (re)Equacionar a relação pedagógica na educação contemporânea. In [Proceedings] C. Leite, P. Fernandes (coords.), Currículo, Avaliação, Formação e Tecnologias educativas (CAFTe): II Seminário Internacional, 13 e 14 de junho de 2019, Porto, Portugal. (pp. 530-543). Porto: Centro de Investigação e Intervenção Educativas (CIIE) da Faculdade de Psicologia e de Ciências da Educação (FPCE) da Universidade do Porto (UPorto)
Publisher
Universidade do Porto