The psychosocial construction of the figure of the teacher in the child's perspective and motivation school

• Grant number: 12/22604-2
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: March 01, 2013
• End date: February 28, 2014
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Selma de Cássia Martinelli
• Grantee: Andréa Bia Peteam
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

Interest in the study of representations of students about the teacher, due to the fact that much research has addressed the importance of interpersonal relationships in student learning. Thus, the literature has pointed out that the relationship between student and the teacher, and the social image of the same built, has great influence on student motivation and consequently in school learning. Considering these aspects, the objective of this study is to investigate how to present the figure of the teacher in the child's imagination, from the considerations of the students, to seek to understand the relationship with the teacher and motivation for learning. As part of the theoretical intends to address issues such as the construction of the figure of the teacher and social issues involved in the construction process, thus showing that the acquisition of knowledge is not a single cause nor unilateral construction but a process where many variables are involved. The planned number of participants in the survey is around 100 children, aged between 8 and 11 years old, a school in Campinas city, São Paulo State. To be able to respond to the proposed objectives for the research will be used two instruments to collect data: a scale for the assessment of school motivation of children and youth, which was defined to be used with children 8-11 years old, with the purpose of providing information on how children and adolescents perceive themselves in relation to sources of motivation (intrinsic and extrinsic) as well as its intensity. As a second instrument will be used teacher and students figures, representing several situations that may occur in everyday school life. Students will be asked to choose according to their own interests, 1 figure among the 10 submitted. From the choice students will be questioned through an interview about why they chose those figures, what they show and how they perceive the presented situation, among other questions. The investigator should not give any guidance or even express a value judgment on the choice or response of children. So in an implicitly way must allow the child to feel comfortable to tell literally everything that is perceptible to her about the picture she chose. The data will undergo a qualitative and quantitative analysis. Categories of answers will be created to examine questions of the questionnaire and correlational analysis will be proposed to examine the relationships between motivational orientations and categories established. (AU)