The Objectification of the Pedagogical Relationship in Everyday School Life

Stecanela, Nilda

doi:10.1590/2175-623678810

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

THEMATIC SECTION: DIALOGUE AND LIVING TOGETHER IN THE EVERYDAY LIFE OF EDUCATION • Educ. Real. 43 (3) • Jul-Sep 2018 • https://doi.org/10.1590/2175-623678810 copy

The Objectification of the Pedagogical Relationship in Everyday School Life

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

The text aims at reflecting on something recurrent in teachers’ and students’ narratives on their teacher and school experiences: the cultures of complaint. The observation of everyday life in schools shows that a feeling of discomfort accompanies teachers and students in the relation they establish. Although it is not named, what is at issue is the pedagogical relationship. The complaint acts as a mediator that brings to the field of reflection a pedagogical relationship that no longer sustains itself. Evidence of a relationship that occurs in parallel routes, with almost no connections, strengthens the argument for the existence of an objectified pedagogical relationship, far apart from a truly dialogical relationship.

Keywords:
Pedagogical Relationship; Basic Education; School Everyday Life; Dialogue at School; Objectification

“Students’ disinterest and demotivation regarding school”	“Family absence”	“Embarrassment and loss of authority”
- “The students do not care about anything”. - “The students come to school only because are obliged by their parents (and law)”. - “Outside the school the world is more attractive”.	- “Teaching is a problem when the families assign to the school also the task of educating their children”. - “It is difficult for the parents to leave their children with the teachers”. - “A lot of content (information) is not transmitted because the students do not behave themselves”.	- “It is necessary to be careful with what is said because everything favours the student”. - “Students have more rights than duties [...]; they know their rights and use them to intimidate teachers”.

Going to school is good, but the classes are boring	Teaching needs to be renewed	The school should be friendlier
- “Sitting for several hours doing the same thing is bad”. - “I like learning and studying, but this teaching has not lived up to expectations”. - “This is not what I expect (from the school) and not even what I need”.	- “We still do things which were done 200 years ago”. - “The teachers and the management should listen more to the students”. - “The school should adapt itself over the years, modernizing the teaching”.	- “There is lack of communication; also, the students have opinions on the school”. - “Nowadays there is lack of respect from both sides (teachers and students)”. - “The school should be less rude and get closer to the students”.

Universidade Federal do Rio Grande do Sul - Faculdade de Educação Avenida Paulo Gama, s/n, Faculdade de Educação - Prédio 12201 - Sala 914, 90046-900 Porto Alegre/RS Brasil, Tel.: (55 51) 3308-3268, Fax: (55 51) 3308-3985 - Porto Alegre - RS - Brazil
E-mail: educreal@ufrgs.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Nilda Stecanela has doctorate and master degree in Education from the Federal University of Rio Grande do Sul (UFRGS). She developed post-doctorate studies in Education, through CAPES scholarship, at the Institute of Education/University of London. Nowadays, she is research and graduation chancellor, professor of the permanent body of the Program of Graduation in Education at UCS and co-editor of Revista Conjectura: Filosofia e Educação. She coordinates the Education Observatory at the same institution. E-mail: nildastecanela@gmail.com