Diálogo e qualidade na educação infantil: um estudo de relações na sala de aula

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This study looks forward to examine the quality of relationship teacherstudent through the dialogue established among a teacher of childhood education of public education of Distrito Federal and her 25 six-year-old pupils. The comprehension of the problem was anchored in the historical-culturals perspective and the dialogical theory as studied by Bakhtin that indicated the dialogue of the base the relationships man. Through the observation of interactive situations and the acquaintance among the group, we searched to find tread marks of a dialogical relationship and connections between the dialogue and the quality of the teacher-students relationship. We empathized two categories to orient the observations and analyses of the interactive situations: the listening and the responsive. Through the work of research and analyses of the interactions among the teacher and the students we concluded that the quality of the relationship between teacher-student was built diary through the negotiations of roles and affective vinculums established among the people. The dialogue is a necessary strategy to construct an environment of welfare through the active listening and responsive attitudes, which promote an affective involvement, necessary to the learning process. In this way, the acquaintances roles and the social physic organization of classroom was resultants of negotiations and make treaties done between the group.

ASSUNTO(S)

educacao diálogo educação infantil relações professor-aluno

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