Primeiro é preciso motivar as crianças”: um estudo da interacção pedagógica entre professores e alunos numa escola primária de Maputo.

Abstract

Children have always been seen as incapacitated and unaware of their actions. At the teaching and learning process, this manifests itself when they are not allocated a space to show their skills, because teachers think they are incompetent and that they should only be in the classroom to listen and do what the teacher says. For this reason, Children are controlled using physical and psychological violence to make them thinks they should be. This work was done at the Primary School 1 de Junho, a public Mozambican school in the city ​​of Maputo, located in a suburban neighborhood, in order to understand the relationship between the social representation that teachers have about students and the interaction among them in the classroom. We hypothesize that the representations produced by the teachers on the students influence the interaction with them in the teaching and learning process. We resort to the theory of social representations of Moscovici that made it possible to explain the images that teachers build about the students. This being a qualitative work, we use semi-structured interviews with teachers and observation within classrooms. Our analysis showed that teachers build a set of representations about students, from which they assign an identity to each student. The representations that the teachers have a “good” or applied, disciplined, competent, intelligent student, etc. That presents a set of characteristics considered positive for the educator, and student “Bad” or not applied, badly behaved, incompetent, etc. negatively characterized. THE similarity in the two representations lies in the fact that they see all children as unaware of their actions. When teachers interact with students, they always take into account the representations they have on these. When interacting with students considered to be unapplied, they resort to physical and psychological violence, as they think it is difficult to work in another way. While with students represented as good or hardworking, the interaction does not involve physical violence and these are the ones most called for solving exercises on the board. However, since Both are represented as unaware of their acts, and therefore it is difficult to work with them, teachers tend to resort to psychological violence with everyone.(TRADUÇÃO NOSSA)