Diversity in the classroom and the teacher-student relationship
Keywords:
Diversity in the classroom, Psychosocial development, Teacher-student interactionAbstract
This study aimed to identify teachers’ perceptions of the teacher-student relationship, based on the application of an abridged, translated version of the Student-Teacher Relationship Scale, linking their factors to the characteristics of students in respect of the following variables: special educational needs, gender, color / race, grade and age range. Regents teachers (n=21) from six public schools in the city of Juiz de Fora (Brazil) evaluated the relationship they have with all students in their classes, amounting to a total of 495 scales related to students in the 21 rooms targeted, in the first to fifth years of elementary school. It was found that the teacher-student relationship is more confrontational and less positive when it comes to male students and those with special educational needs. There is a more positive relationship with students in the early years of school, which becomes more negative the older the student becomes. Additional research is recommended.
Downloads
References
Baker, J. A. (2006). Contributions of teacher: child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229.
Barbosa, A. J., Campos, R. A., & Valentim, T. A. (2007). Diversidade em sala de aula: um estudo exploratório sobre a relação professor-aluno [CD-ROM]. In Anais do 8º Congresso Nacional de Psicologia Escolar e Educacional, São João Del Rei: Universidade Federal de São João Del Rei.
Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35 (1), 61-79.
Boardman, A. G. (2004). Interactions between teachers and students with learning disabilities in general education classrooms. Unpublished doctoral dissertation, University of Texas, EUA.
Brasil. Ministério da Educação. Secretaria de Educação Especial. (2002). C327: Projeto Escola Viva: garantindo o acesso e permanência de todos os alunos na escola - alunos com necessidades educacionais especiais. Brasília: Autor.
Brok, P., & Levy J. (2005). Teacher-student relationships in multicultural classes: reviewing the past, preparing the future. International Journal of Educational Research, 43, 72-88.
Buyse, E., Verschueren, K., Doumen, S., Damme, J., & Maes, F. (2007). Classroom problem behavior and teacher-child relationships in kindergarten: the moderating role of classroom climate. Journal of School Psychology, 46 (4). Retrieved May 8, 2007, from <http://www.sciencedirect.com>.
Carvalho, M. P. (2003). Sucesso e fracasso escolar: uma questão de gênero. Educação e Pesquisa, 29 (1), 185-193.
Carvalho, M. P. (2004a). O fracasso escolar de meninos e meninas: articulações entre gênero e cor/raça. Cadernos Pagu, 22, 247-290.
Carvalho, M. P. (2004b). Quem são os meninos que fracassam na escola? Cadernos de Pesquisa, 34 (121), 11-40.
Carvalho, M. (2005), Quem é negro, quem é branco: desempenho escolar e classificação racial de alunos. Revista Brasileira de Educação, 28, 77-96.
Coll C., & Solé I. (1995). A interação professor/aluno no processo de aprendizagem. In C. Coll (Org.), Desenvolvimento psicológico e educação (Vol. 2, pp.281-297). Porto Alegre: Artes Médicas.
Dal’Igna, M. C. (2007). Desempenho escolar de meninos e meninas: há diferença? Educação em Revista, 46, 241-267.
Fraser, B. J., & Walberg, H. J. (2005). Research on teacherstudent relationships and learning environments: context, retrospect and prospect. International Journal of Educational Research, 43, 103-109.
Henriques, R. (2002). Raça e gênero no sistema de ensino: os limites das políticas universalistas na educação. Brasília: Edições Unesco Brasil.
Katz, J., & Mirenda, P. (2002). Including students with developmental disabilities in general education classrooms: social benefits. International Jornal of Special Education, 17 (2), 26-36.
Kesner, J. E., (2000) Teacher characteristics and the quality of child-teacher relationships. Journal of School Psychology, 28 (2), 133-149.
Munanga, K. (Org.) (2001). Superando o racismo na escola (2ªed.) Brasília: Ministério da Educação. Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher-student relationships: concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29, 49-61.
National Institute of Child Health and Human Development. (2005). NICHD study of early child care and youth development. Retrieved December 12, 2005, from <https://secc.rti.org>.
Organização das Nações Unidas para a Educação, a Ciência e a Cultura. (1994). Declaração de Salamanca sobre princípios, políticas e práticas na área das necessidades educativas especiais. Salamanca: Autor.
Patto, M. H. S. (1990). A produção do fracasso escolar: histórias de submissão e rebeldia. São Paulo: T.A.Queiroz.
Pianta, R. C. (2001). Student-teacher relationship scale. Odessa, FL: Psychological Assessment Resources.
Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers’relationships with included children with autism. Journal of Autism and Developmental Disorders, 33 (2), 123-130.
Silva, S. C., & Aranha, M. S. F. (2005). Interação entre professora e alunos em salas de aula com proposta pedagógica de educação inclusiva. Revista Brasileira de Educação Especial, 11 (3), 373-394.
Wubbels, T. (2005). Editorial: student perceptions of teacherstudent relationships in class. International Journal of Educational Research, 43, 1-5.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Altemir José Gonçalves BARBOSA, Renata Araújo CAMPOS, Tássia Azevedo VALENTIM
This work is licensed under a Creative Commons Attribution 4.0 International License.
