Teaching and school relations: contributions of Historical-Cultural Psychology
DOI:
https://doi.org/10.33448/rsd-v9i8.6499Keywords:
Educational Psychology; Teachers; Respect; Teaching.Abstract
This article aims to problematize and reflect on some elements that hinder the teaching profession in the current conjuncture, in a context of public education, and especially in relation to the way they understand and experience respectful relationships at school. The aceptions presented in this article are based on Historical-Cultural Psychology as a theoretical basis, especially the ideas of Vigotski. It is a qualitative research, with characteristics of action research, being carried out in a state school, located in the interior of the state of São Paulo. To this end, weekly meetings were held with students and teachers in order to promote interventions that sought to result in reflections on respect for school practices. The meetings were held in partnership with two teachers, who are participating in this study. In the analysis, the issue of respect or its absence was highlighted as the main demand on the part of teachers in their relationship with students. It was found that despite the teachers attributing to students the cause of disrespect that they live with on a daily basis, it was observed that such feeling is the result of a more complex context that involves the working conditions that teachers are subjected to, often a source of physical illness and psychological.
References
Abacar, M., Aliante, G., & António, F. (2020). Burnout em professores do ensino secundário. Research, Society and Development, 9(7), 1-25.
Barbosa, E. T., & Souza, V. L. T. (2015). Sentidos do Respeito para Alunos: uma Análise na Perspectiva da Psicologia Histórico-Cultural. Psicologia ciência e profissão, 35 (2), 255-270.
Bock, A. M. B. (2004). A perspectiva sócio-histórica de Leontiev e a crítica à naturalização da formação do ser humano: a adolescência em questão. Cadernos Cedes, 24 (62), 26-43.
Dias, A. T. T. (2009). Pesquisando a relação família-escola: o que revelam as teses e dissertações dos programas de pós-graduação brasileiros. Tese de Doutorado, Universidade Estadual Paulista, Araraquara, Brasil.
Gatti, B. (2005). Pesquisa, educação e pós-modernidade: confrontos e dilemas. Cadernos de Pesquisa , 35(126), 595-608.
Gonzalez Rey, F. (2005). Subjetividade, complexidade e pesquisa psicológica. São Paulo: Pioneira.
Hanzelmann, R. S., et al. (2020). Estresse do professor do Ensino Fundamental: o ambiente em evidência. Research, Society and Development, 9 (8), 1-20.
Moreira, D. Z., & Rodrigues, M. B. (2018). Saúde mental e trabalho docente. Estudos de Psicologia (Natal), 23 (3), 236-247.
Oliveira, M. E. (2019). "Piorou a diabetes pelo emocional": precarização do trabalho docente e o adoecimento dos professores paulistas. Fronteiras & Debates, 6 (1), 109-129.
Saviani, D. (2001). Educação no Brasil: concepção e desafios para o século XXI. Histedbr (online), 3 (1), 1-7.
Severino, A. J. (2007). Metodologia do trabalho científico. 23° ed. São Paulo: Cortez.
Soares, M. M., Oliveira, T. G. D., & Batista, E. C. (2017). O uso de antidepressivos por professores. REVASF, 7(12), 100-117.
Souza, V. L. T. (2005). Escola e Construção de valores: desafios à formação do aluno e do professor. São Paulo: Editora Loyola.
Vidal, D. (2003). A linguagem do respeito: A experiência brasileira e o sentido da cidadania nas democracias modernas. Revista de ciências sociais, 46(2) , 265-287.
Vygotski, L. S. (2006). Obras Escogidas IV- Psicología Infantil (2° ed.). Madrid: A. Machado Libros.
Vygotski, L. V. (1997). Obras Escogidas V. Madrid: Visor.
Vygotski, L.V. (1995). Obras Escogidas III. Madrid: Visor.
Vygotsky, L. S. (1991). Pensamento e Linguagem (3°ed.). São Paulo: Martins Fontes.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Eveline Tonelotto Barbosa Pott
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
