Advisor(s)
Abstract(s)
Neste estudo, pretende-se analisar a importância da dádiva ou do “dom”, conforme a denominação dada por Marcel Mauss, na relação pedagógica e avaliar a sua pertinência, ou não, no quotidiano da prática pedagógica, entre pares, na relação entre professor e aluno e vice-versa, bem como com a restante comunidade educativa.
Procurou analisar-se a sua pertinência no contexto escolar da comunidade da Escola Básica de Chouselas/ Agrupamento D. Pedro I, em Vila Nova de Gaia e percecionar as repercussões que projeta nos vários atores envolvidos.
A avaliação foi composta por dois métodos complementares (um instrumento e uma técnica de recolha de informação): o inquérito por questionário passado aos docentes dos vários graus de ensino para se percecionar a existência da dádiva na sua prática pedagógica e, em caso afirmativo, apreender os efeitos sentidos; a técnica qualitativa constou da realização de um “focus group” com um conjunto de alunos do 4º ano do Ensino Básico que teve por objetivo perceber qual a atitude dos alunos perante o professor de quem gostam e como lhe retribuem ou demonstram gratidão, assim como a sua reação quando a relação com o professor não é a mais desejável.
De uma forma sintética, poderemos afirmar, perante os dados recolhidos que a existência da dádiva é sentida e considerada importante no relacionamento interpessoal e pedagógico, conduzindo a um efeito contagiante, construindo, assim, uma cadeia de dádivas sucessivas, propiciadoras da assunção de uma autêntica arte mágica na relação pedagógica.
Por último, concluiu-se quão importante é a relação baseada na dádiva no estar e (con)viver com as pessoas, portanto numa área humanamente rica como é a da Pedagogia Social.
The objective of this study is to analyse the importance of the “gift”, according to Marcel Mauss denomination, in the pedagogical relationships, and to evaluate its relevance in the daily relationships at school: among peers, between teacher and student, as also with the entire educational community. The assessment of its pertinence, and the repercussions on the different actors involved, was focused on the educational context of the community of the Elementary School of Chouselas/“Agrupamento” D. Pedro I, at Vila Nova de Gaia. This analysis was composed of two complementary methodologies (a tool and a technique for collecting information): following a questionnaire survey addressed to the different teaching levels, aiming to identify the presence of gift in the pedagogical practice and, in the positive cases, to understand the effects; and the other method, the qualitative technique, was based on the organization of a focus group with students from the 4th grade of the elementary level with the objective of interpreting their attitude to a teacher they like, and how they return and show gratitude, as also their reaction when the relationship with a teacher is not the most desirable. From the analysis of the data collected it can be concluded that the existence of gift is perceived and considered important in the interpersonal and pedagogical relationships, leading to a contagious effect that builds a chain of consecutive gifts, which makes possible the assumption of an authentic magic art in the pedagogical relation. At last, it was demonstrated how important it is to lay the foundations of the relationships between people in the gift, especially in an area so humanly rich as the Social Pedagogy.
The objective of this study is to analyse the importance of the “gift”, according to Marcel Mauss denomination, in the pedagogical relationships, and to evaluate its relevance in the daily relationships at school: among peers, between teacher and student, as also with the entire educational community. The assessment of its pertinence, and the repercussions on the different actors involved, was focused on the educational context of the community of the Elementary School of Chouselas/“Agrupamento” D. Pedro I, at Vila Nova de Gaia. This analysis was composed of two complementary methodologies (a tool and a technique for collecting information): following a questionnaire survey addressed to the different teaching levels, aiming to identify the presence of gift in the pedagogical practice and, in the positive cases, to understand the effects; and the other method, the qualitative technique, was based on the organization of a focus group with students from the 4th grade of the elementary level with the objective of interpreting their attitude to a teacher they like, and how they return and show gratitude, as also their reaction when the relationship with a teacher is not the most desirable. From the analysis of the data collected it can be concluded that the existence of gift is perceived and considered important in the interpersonal and pedagogical relationships, leading to a contagious effect that builds a chain of consecutive gifts, which makes possible the assumption of an authentic magic art in the pedagogical relation. At last, it was demonstrated how important it is to lay the foundations of the relationships between people in the gift, especially in an area so humanly rich as the Social Pedagogy.
Description
Keywords
Dádiva Dom Gratuitidade Educação Pedagogia social Gift Gratuitousness Education Social pedagogy