Relação professor-aluno: interações na disciplina de algoritmos.

Abstract

With this research one tried to know who the teacher of algorithm, at the three educational centers researched, is and how the teacher-student approximation happens both in the classroom and in the data processing laboratory. For such purpose one sought to answer the following questions: on what terms are the relationships that teacher and students experience? What’s the importance of the teacher-student relationship for both the teacher and the student? From these questions one sought to focus the study on the context of the algorithms course, major in data processing, at three educational centers – CEFET/RS, Colégio Objetivo and UCPEL. For this purpose the referencial of Santos (1999), Alarcão (2001), Penteado (2002) and Freire (1996), who study the emergent paradigm, allowed a reflection on the student, the teacher, the knowledge and the relationships which flow among them, both in the classroom and in the data processing laboratory. From an etnographic study one utilized some observations in the classroom. Thus, the present paper allowed a few conclusions, such as: in the classroom, the teachers work with the theory detached from the practice, generating nonsense and meaningless contents to the students; the students´motivation towards the course is an easy step for his interest in the content, and his learning of algorithms is a due consequence; the usage of challenging methodologies by the teacher generates some sort of enthusiasm upon the student who feels the need for some knowledge searching; the teacher-student relationship is not a defining one concerning the learning of algorithms by the student, but it supports this process. Thus, it is up to the teacher to ellicit dialogue situations with his student.