A relação pedagógica entre professores e alunos no curso Técnico em Agropecuária do Campus São Vicente do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso

Abstract

One of the challenges the technical-vocational teaching process has faced since its adoption in Brazil is the balance between the teachers’ technical competence and pedagogical skills. The aim of this study is to comprehend the didactic-pedagogical relationship between teachers and students, identifying the elements that hinder or facilitate the teaching-learning process. Qualitative investigation was taken into account since it is based on educational phenomena that need to be treated in a dialectical perspective, in which the researcher and the object interact during the investigation process. As data collection, questionnaire application, individual interviews, focal group interviews, as well as document analysis having teachers of four disciplines and Farming Technical Course freshmen at São Vicente Campus, at the IFMT (Mato Grosso Education, Science and Technology Federal Institute) as the subjects of this study. Three moments of school practice were observed: the teachers’ action plan; the relationship between the teacher’s authority and the student’s autonomy; and the evaluation processes during the learning-teaching process. In order to get to it, we had as main theoretical background the works by Antoni Zabala (1998), José Carlos Libâneo (1994) and Paulo Freire (1996), based on which we tried to establish a dialogue between the three authors around the aspects before mentioned. The data analysis indicated that, between the teachers those who have the best affective relationship with the students are more successful in their pedagogical relationship and it also indicated the absence of mutual respect and trust in some cases; difficulties in the organization of the pedagogical action, the non definition of rules for the relationship between teachers and students, the lack of knowledge regarding the students’ interest and motivations for the teachers and the educational institution; the lack of attention for the related questions brought out obstacles for the development of the educational processes, while factors such as dialogue, respect and the making to respect due to the demonstration of technical, professional and moral expertise (LIBÂNEO, 1994), as well as the follow-up and the suitable assistance of the work for teachers by the teaching institution, made positively obvious the preponderant elements inside the educational processes. The results allowed us to also comprehend that education is set by examples, thus, the teachers must be mirrors of what they demand from their students and are to improve their efforts to better organize their working routine, by beginning from the suitable planning of their disciplines, each and every class and their evaluation procedures, always reflecting about and during their teaching practices and performances. We conclude that it is the teaching education’s role to define clear educational policies, by listening to every ideal that make up the school community, as well as by allowing their teachers to take part in continuing education programs not only in the graduation areas they come from, but also in Education Sciences and still promote the work we call pedagogical articulation in order to contribute with pedagogues and other education scholars to help teachers and students to develop their didacticpedagogical relationship regarding those aspects we list here as particularly important ones.