A diversidade em sala de aula e a relação professor-aluno

Barbosa, Altemir José Gonçalves; Campos, Renata Araújo; Valentim, Tássia Azevedo

doi:10.1590/s0103-166x2011000400006

Cited by 13 publications

(20 citation statements)

References 15 publications

(42 reference statements)

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“…Behavioral issues between students and teachers correspond to one of the main difficulties faced in teaching. Often teachers are unable to handle class behavior, which generates a sense of helplessness and displeasure at work (Barbosa, Campos, & Valentim, 2011;Freitas & Facas, 2013;Gutierréz, 2017;Tostes et al, 2018;Weber, Leite, Stasiak, Santos, & Forteski, 2015). Final grade teachers may suffer greater pressure and demand for results for the accountability of education professionals for student performance (Vieira, Vidal, & Nogueira, 2015).…”

Section: Discussionmentioning

confidence: 99%

Work Context and Stress Symptoms in Basic Education Teachers

Medeiro¹,

Ferreira²,

Patias³

et al. 2019

PSYCH

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The teaching work records a scenario of environmental, organizational and interpersonal precariousness that contribute to the emergence of stress. The aim of this study was to investigate the correlation between work context and stress symptoms in elementary school teachers from public schools. It was a descriptive, correlational and cross-sectional study, whose sample was 196 teachers. Were used a sociodemographic survey, the Perceived Stress Scale (PSS), the Stress Symptom Intensity Survey (LIS-E) and the Work Context Assessment Scale (EACT). The mean stress symptoms were compatible with the general population; correlations between stress symptoms and work context for both instruments were weak. The work organization factor was assessed as moderate/critical, which indicates the need for short-and medium-term interventions. The socio-professional relations and working conditions obtained satisfactory evaluation. These results allow us to point out important aspects of programs for improving the organization of teaching work.

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Section: Discussionmentioning

confidence: 99%

Work Context and Stress Symptoms in Basic Education Teachers

Medeiro¹,

Ferreira²,

Patias³

et al. 2019

PSYCH

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“…Although Fakolade, Adeniyi, and Tella (2009) found no relationship between time since training and attitudes of the teachers, Hwang and Evans (2011) indicated that teachers with longer times since training showed more negative attitudes towards inclusion. Barbosa Campos, and Valentim (2011) highlighted that teachers with more experience in the teaching profession presented greater confl ict and less affi nity in relation to the included students because they were more concerned with correcting them than considering them in their specifi cities.…”

Section: Discussionmentioning

confidence: 99%

Emotional Competence, Coping Styles and the Included Student-Teacher Relationship

Silva¹,

Marin²

2019

Temas Psicol.

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Signed since 1990, school inclusion has brought challenges to the teaching practice not only due to the demands of teaching-learning, but also of the relation with the included student. Therefore, the present study aimed to characterize teachers about emotional competence and coping styles, as well as evaluate the quality of the included student-teacher relationship and the association between these variables. An analytical, quantitative and cross-sectional, observational study was carried out, involving 63 teachers from schools that attend students with defi cits in the performance of mental/intellectual functions in São Leopoldo-RS. They responded to the Sociodemographic and Labor Questionnaire, the Inventory of Emotional Competencies, the Brief Scale COPE and the Teacher-Student Relationship Scale. Descriptive and inferential statistical analyzes (Pearson's correlation and Multiple Linear Regression) revealed that although teachers have emotional skills and adaptive coping strategies, the confl ict factor was highlighted in the evaluation of the teacher-student relationship, with self-blame, positive reinterpretation and humor being the strategies that best explain it. Thus, the importance of investing in training actions in the area of inclusion is confi rmed, since the demands involved in this work tend to overwhelm teachers, refl ecting on the quality of their relationship with the included student.

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“…Os resultados relativos à rejeição são coerentes com os vários dados apresentados pela literatura internacional e com os poucos da literatura brasileira, que apontam haver uma relação mais conflituosa e menos próxima com os estudantes do sexo masculino e uma interação de maior afinidade com os estudantes do sexo feminino (Baker, 2006;Barbosa et al, 2011;Birch & Ladd, 1997;BolsoniSilva et al, 2013;Jerome et al, 2008;Kesner, 2000;Rudasill & Rimm-Kaufman, 2009;Silver et al, 2005). (Gardinal & Marturano, 2007;Kwok et al, 2007;LaFrance et al, 2003;Maia et al, 2011;Mendez et al, 2002;Stuhlman & Pianta, 2002;Zhou et al, 2009 Sugere-se, a partir das relações apresentadas acima, que os padrões encontrados relativos às proporções de meninas e meninos indicados nas perguntas referentes à aceitação e à rejeição não são fruto das diferenças nas áreas de ensino dos professores ou do maior número de docentes do sexo feminino que constituíram a amostra do presente estudo.…”

Section: Discussionunclassified

“…Isso decorre do fato de que estes comportamentos constituem um desafio para os professores, que não conseguem lidar de forma efetiva com comportamentos antissociais e agressivos, atitudes desafiadoras, desobediência, hiperatividade e falta de concentração nas tarefas, tornando difícil a organização da sala de aula e o processo de ensino (Baker, 2005;Barbosa, Campos, & Valentim, 2011;Buyse et al, 2008;Del Prette & Del Prette, 2001;LaPointe, 2003;López, 2004;Marinho, 2003).…”

Section: Problemas De Comportamentounclassified

“…Apesar da importância do apoio do professor ao longo de todos os anos escolares, são vários os estudos que apontam que, no início da escolarização, o relacionamento professor-aluno tende a ser melhor e se caracterizar por mais afinidade e menos conflito, piorando com o passar dos anos (Azevedo et al, 2012;Barbosa et al, 2011;Brophy, 1983;Irvine, 1986;Jerome et al, 2008;Lamas et al, 2013;Murray-Harvey & Slee, 2010). Na educação infantil, há um maior envolvimento por parte dos professores, que apresentam mais habilidades sociais e, com maior frequência, atitudes de cuidado e proximidade física (Maia, Soares, & Victoria, 2009;Soares et al, 2009).…”

Section: Ano Escolarunclassified

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Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Izbicki¹

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Izbicki, Sarah. (2015). Acceptance and rejection of students by their teachers at different grade levels. Dissertação de Mestrado, Instituto de Psicologia, Universidade de São Paulo, São Paulo.Perceptions, expectations and preferences of teachers differ according to several variables (students' characteristics, school curriculum, schools' rules etc.) and are expressed by them through different attitudes taken before the students, so that they considerably influence those youngsters' behavioral repertoire. Given (a) the importance of a positive relationship between teacher and student in the course of student's school life, (b) the changes which occur in this relationship over the years, and (c) that even minor changes in the quality of this relationship have relevant implications for the student's development, it is necessary to investigate which factors are associated with those changes. The general aim of this research is to reveal the controlling variables of rejection and acceptance of students, as reported by their teachers, assessing potential differences between three different grade levels. Specifically, the study aimed to (1) compare the frequencies in which the students of each gender are indicated as accepted or rejected by their teachers at the three levels, (2) compare the reasons reported by the teachers to indicate the students as accepted or rejected at the three levels and (3) identify possible associations between the reasons for acceptance and rejection and the gender of the indicated students. 21 teachers of first grade of elementary school, 16 of sixth year of middle school and 28 of ninth grade of high school completed a questionnaire in which they indicated three students they would keep in their class and three students they would not, explaining the reasons for the indications. Inferential analyses did not show differences between the gender of the accepted students, and revealed small associations between the reasons for acceptance and rejection and the sex of the student. Nonetheless, there were differences between the genders of the rejected students, where a higher proportion of rejected boys was found. There were also differences between reasons for acceptance along the different educational levels, where there was an increase in the number of citations to engagement in studies and a reduction in the number of citations to discipline. Finally, we found differences in the reasons for rejection, with an increase in the number of citations to the lack of engagement in the studies, and a reduction in the number of citations to the indiscipline. The results suggest different patterns of acceptances and rejection along the different educational levels, which can be used to delineate interventions that aim to deal effectively with the behavior of the people involved, creating more reforcing interactions for students and teachers and socially skilled repertoires in students.

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A diversidade em sala de aula e a relação professor-aluno

Cited by 13 publications

References 15 publications

Work Context and Stress Symptoms in Basic Education Teachers

Work Context and Stress Symptoms in Basic Education Teachers

Emotional Competence, Coping Styles and the Included Student-Teacher Relationship

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

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