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Abstract(s)
Esta dissertação volta-se para um dos problemas centrais e fundadores de todo o
processo de ensino-aprendizagem, a relação pedagógica na sala de aula. Foi realizada uma
investigação aplicada que caraterizou a realidade de um Agrupamento de Escolas de
Guimarães.
Definimos a relação pedagógica na sala de aula no universo dos alunos do 8º ano do
Agrupamento de Escolas Virgínia Moura no ano letivo 2011/2012, sendo a amostra constituída
por 86 alunos e 21 professores onde foram estudados os critérios de profissionalidade da
relação pedagógica na sala de aula.
Desta forma, caraterizamos a relação pedagógica na sala de aula segundo o ponto de
vista dos alunos, em função do género, e dos professores.
Caraterizamos também a relação pedagógica na aula de educação física no ponto de
vista dos alunos;
As perceções dos professores e alunos sobre o que se passa na sala de aula foram
recolhidas através da aplicação de dois questionários, um dirigido aos alunos e outro aos
professores, sendo ambos constituídos apenas por perguntas fechadas.
Compilando as informações recolhidas e tratadas estatisticamente em quadros,
realizamos uma análise e discussão dos resultados, sob o ponto de vista dos alunos, na
perceção destes quanto aos fatores importantes na relação pedagógica na sala de aula, as
dificuldades encontradas, disciplinas preferidas e a comparação dos resultados entre género e
sob o ponto de vista dos professores, na perceção quanto aos fatores importantes na relação
pedagógica na sala de aula, nos 2 grupos de estudo e as dificuldades encontradas.
De uma forma geral, constatámos que a perceção da relação na sala de aula por parte
dos professores não diverge da perceção da relação na sala de aula por parte dos alunos,
considerada como boa por ambos.
This dissertation is turned towards one of the central and founding problems of the whole teaching-learning process: the pedagogical relationship in the classroom. An applied investigation was carried out, which characterized the reality of a group of schools in Guimarães. We have defined the pedagogical relationship in the classroom within the universe of the 8th grade students of the group of shcools Virgínia Moura, on the school year of 2011/2012, being the sample of 86 students and 21 teachers; the criteria of profissionality of the pedagogical relationship in the classroom were studied. Therefore, we characterize the pedagogical relationship in the classroom according to the students’ opinions, based on gender, and according to the teachers’ opinions. We also characterize the pedagogical relationship on the classes of physical education according to the students’ views. Both the teachers and the students’ perceptions about what goes on in the classroom were gathered through the application of two questionnaires: one directed to the students and the other to the teachers, both being strictly constituted by closed questions. Compiling the gathered information and treating it statistically on boards, we have carried out an analysis and a discussion of the results of the students’ views, of their perception about the important factors of the pedagogical relationship in the classroom, the difficulties found, preferred subjects and the comparison of the results between gender; we also analyzed the results of the teachers’ opinions, of their perception about the important factors of the pedagogical relationship in the classroom, on the two groups of study and the difficulties found. In general terms, we have come to the conclusion that the teachers’ perception of the pedagogical relationship in the classroom does not diverge from the students’ perception of the pedagogical relationship in the classroom and both groups consider it good.
This dissertation is turned towards one of the central and founding problems of the whole teaching-learning process: the pedagogical relationship in the classroom. An applied investigation was carried out, which characterized the reality of a group of schools in Guimarães. We have defined the pedagogical relationship in the classroom within the universe of the 8th grade students of the group of shcools Virgínia Moura, on the school year of 2011/2012, being the sample of 86 students and 21 teachers; the criteria of profissionality of the pedagogical relationship in the classroom were studied. Therefore, we characterize the pedagogical relationship in the classroom according to the students’ opinions, based on gender, and according to the teachers’ opinions. We also characterize the pedagogical relationship on the classes of physical education according to the students’ views. Both the teachers and the students’ perceptions about what goes on in the classroom were gathered through the application of two questionnaires: one directed to the students and the other to the teachers, both being strictly constituted by closed questions. Compiling the gathered information and treating it statistically on boards, we have carried out an analysis and a discussion of the results of the students’ views, of their perception about the important factors of the pedagogical relationship in the classroom, the difficulties found, preferred subjects and the comparison of the results between gender; we also analyzed the results of the teachers’ opinions, of their perception about the important factors of the pedagogical relationship in the classroom, on the two groups of study and the difficulties found. In general terms, we have come to the conclusion that the teachers’ perception of the pedagogical relationship in the classroom does not diverge from the students’ perception of the pedagogical relationship in the classroom and both groups consider it good.
Description
Keywords
Educação física - Relação pedagógica Relação professor-aluno - Sala de aula Relação pedagógica - Educação física - Sala de aula Educação física - Ensino-aprendizagem - Relação pedagógica Relação pedagógica - Afectividade