Learning and the teacher-student relationship at the university: two sides of the same coin

Resumen

SANTOS, Cenilza Pereira dos  y  SOARES, Sandra Regina. Learning and the teacher-student relationship at the university: two sides of the same coin. Est. Aval. Educ. [online]. 2011, vol.22, n.49, pp.353-369. ISSN 0103-6831.

This article presents part of the results of a survey aimed at unveiling the representations involving the teacher-student relationship in the training process at the University, by senior students in the Pedagogy course of a public institution in the state of Bahia, students who are already working as teachers. It discusses a theoretical reflection on learning and the teacher-student relationship. The qualitative research was based on social representations, and adopted portfolios and open interviews as strategies for data collection. The processing of the data, based on content analysis, thematic type (Bardin, 2000), revealed that the participants' representations of the relationship between teachers and students include, on the one hand, an idealized discourse about the role of the teacher as a mediator of learning, and an active and committed participation of the student, and, on the other hand, student practices based on heteronomy, in fear of exposing themselves and being reprimanded by the teacher. This signification built along school life was reinforced by practices experienced at the University that were not to a far from previous experiences and thus did not contribute effectively to resignifying such representations.

Palabras clave : Universities; Teacher-Student Relationship; Social Representations; Qualitative Assessment.

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