Habilidades sociais educativas na interação professor-aluno

Abstract

The interaction between students and teacher-student are considered a basic aspect of the education-learning process. The nature and the quality of this interaction will play a decisive role on this process s characteristics and on the products of the school. The present study intends to verify in a larger sample based on the System of Educative Social Skills, which classes and subclasses teachers have in the interactions with their students and demands observed; characterize possible patterns of behaviors teachers and check the influence of sociodemographic characteristics in issuing these standards and to analyze the frequency and the quality of teacher interaction and students with low academic performance and students with good academic performance. In this research, the sample was twenty teachers from Elementary School in interaction with its pupils. The pupils were selected by Protocol of teacher evaluation and formed a group with four learning difficult students and four good academic performance students. The correlational method was used to check the relations between variables. The study was conducted in classrooms of three basic education municipal schools of a town from São Paulo state. The instruments were: 1) Instrument of socioeconomic status evaluation ( Critério Brazil ); 2) a Protocol for teacher s characterization; 3) a Protocol of evaluation by the teacher and 4) Educative Social Skill s System (ESS). There was a pilot study to define aspects as adaptation time, demands to be made, the length of videotaping and the positioning of equipments in the classroom. Data collection was registered in thirds of 30 minutes each. The first part of time was adaptation and the other two were the videotaping of demands (Portuguese and Mathematic classes).The filming analysis was done through systematic observation and the frequencies was registered in a protocol based in ESCS. For reliability of observation data, three judges of prior knowledge of Social Skills were trained to analyze 20% of data collected. Descriptives and inferential analysis were used (Mann-Whitney test and ANOVA Kruskal-Wallis test). The results indicated: (a) the existence of a stable pattern, because the participants showed little flexibility and variability of behavior; (b) the influence of variables such as age, degree and range in issuing behavior considered ESS, (d) was not statistically significant difference between groups of students, but it was observed that the teachers the most positive responses from students with good academic performance of students. These results led to a characterization of the teachers repertoire and showed the need for implementation of programs of intervention in social skills for these teachers.