Título:	Relação professor-aluno : mediações do ensino-aprendizagem nos anos finais do ensino fundamental de uma escola pública do DF
Autor(es):	Luna, Guilherme Pamplona Beltrão
E-mail do autor:	pamplonaef@gmail.com
Orientador(es):	Silva, Edileuza Fernandes
Assunto:	Ensino fundamental - professores - educação Mediação pedagógica Relação professor - aluno Trabalho pedagógico
Data de publicação:	17-Dez-2020
Data de defesa:	7-Jul-2020
Referência:	LUNA, Guilherme Pamplona Beltrão. Relação professor-aluno: mediações do ensino-aprendizagem nos anos finais do ensino fundamental de uma escola pública do DF. 2020. 189 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2020.
Abstract:	Based on critical-dialectical references, the main aim of this study is to analyze the teacher-student relationship and the mediations of teaching-learning in the final years of elementary school at a school organized in cycles in the public education system in the Federal District. Specific objectives were defined within the framework of this study, namely: to discuss the teacher-student relationship as portrayed in documents and guidelines from the Federal District Education Secretariat and the school at which the research took place; to understand the constitution of this relationship in the classes in the last years of elementary school and discuss the mediations of teaching-learning; as well as the meaning constituted by teachers and students about the teacher-student relationship. This research with its qualitative approach and dialectical method, excelled in the articulation of theory with practice, since the pedagogical relationship can only be conceived in its multiple determinations as a totality within larger totalities, such as the school and social organization. In order to deepen the interpretations of the reality in which teachers and students are found, an observational case study was performed. This empirical research was carried out in a public school organized in cycles since 2016, located in Guará in the Federal District of Brazil. In order to gather data, the following were used: documentary analysis; pilot research with 137 students in the 9th year of school; observation of 24 hours of classes comprising the curriculum, namely Portuguese Language, Mathematics, History and Natural Sciences; semi-structured interviews with the four teachers whose classes were observed; and focus groups of 30 students from the 9th year. The narratives of the interviews and focus groups were organized by means of a meanings cores in order to comprehend the meanings involved in this relationship. The documentary analysis and the observations were triangulated together with the narratives, articulating theory with empiricism and thereby reconstituting this relationship in the concreteness of the class. The theoretical framework mainly contemplated Saviani, Freitas and Veiga. In discussions presented, social, economic, pedagogical, historical, cultural and systemic determinations were identified as those that can impose limitations, as well as the possibilities regarding student formation and the achievement of learning objectives. Limitations include: the strong didactic framework; the didactic contract in a pragmatic perspective; expository and repetitive teaching; the dichotomy of didactic-pedagogical work that reproduces knowledge in a linear and abstract manner; the conceptions and selective and classificatory evaluatory practises; the use of pedagogical coordination with a focus on disciplinary and behavioural issues. And lastly, as determined by our analyses, the following appear to be determinations that expand the possibilities for learning: openness to dialogue; the use of direct and calm language by the teacher; the generational difference which provokes the sharing of experiences and ways in which to see the world; the reference of being a teacher that inspires and motivates the students; the reciprocity between teacher and student; the mediation of knowledge by the teacher; the strength of the group-class relationship that can produce cohesion and a collective identity; the management team which values the autonomy and coexistence between the subjects; and the problematization of the relations between power, submission and coercion, both in the school and in society.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2020.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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