A prática de professores do Ensino Médio em sala de aula.

Abstract

Throughout this dissertation I present data about pedagogic practices used by teachers who work in High School and have a good relationship with the students and/or are considered “good” by students attending third grade of high school in two public schools in Rio Grande/RS: Instituto de Educação Juvenal Miller e Colégio Técnico Industrial Professor Mário Alquati. From the teachers indicated by the students, I selected three from each school to perform a survey of “ethnographic type” in the second semester of 2006, including observation of their classes and interview with the teachers. In order to effect analysis of data obtained in the investigation I based myself in authors like Cunha (1998, 2005), Freire (2003a, 2003b, 2005), Moran (2000), Penteado (2002), Porto (2000, 2003, 2005, 2006) e Tardif (2002). The main findings of the research indicate that the “good” teachers from these schools have a hybrid pedagogic practice, that means, in general their classes take place according to emergent-communicative paradigm. The students indicated the teachers because they talked to them, listened to them and treated them with affection and caress, besides being relaxed and in good mood. They were also chosen because they explained the issues well and mastered the contents. During class observation and through the interviews I could realize that the behavior of teachers was in accordance with the justifications presented by the students. I found results similar to these in surveys carried out by Alves (2002), Giesta (1998) e Cunha (1988) which point out for clues that in the last two decades, very little changed in the pedagogic practices of the teachers considered “good” according to concepts and values based on historical constructions about how teachers work. Although these teachers relate to the students according to an emergentcommunicative paradigm, they continue being the main figure in the pedagogic process, thus they continue working in accordance with the dominant paradigm.