Interpersonal relations in "difficult" and "non-difficult" classes of fundamental teaching II

Abstract

This is a descriptive, exploratory study based on constructivist theory, in order to characterize classes considered “difficult” and “not difficult”, identifying common and / or divergent in organizing these factors and investigate the sociomoral environment, as regards to work with the knowledge, interpersonal relationships, rules and social conflicts. The sample was composed of two “difficult” classes and two “not difficult” two schools of Secondary School. Participants were students and their teaching teams. The data were collected in three ways: interviews with students and staff members; weekly observations and collecting materials Qualitative analysis indicated that in all classes surveyed had an excessive appreciation of the conventional rules, many meaningless, with no spaces for discussion or establishment of standards, which were usually imposed by authority aiming to prevent conflicts occur, and noncompliance was associated with expiatory penalties. Conflicts were seen as negative, and avoided being contained. Classes were meaningless, always held equal, favoring situations of indiscipline. In the “difficult” classes dialogue was disrespectful and hostile by both parties: both teachers and students maintained a relationship of constant confrontation, there were numerous situations incivilities. Teachers recognized the difficulty in dealing with the classes. Students resisted more to obey the rules and guidance of teachers, and also more questioning. In the “not difficult” classes had greater obedience and submission, the dialogue was less disrespectful, students were undergoing more rules imposed, trying to meet the expectations of the teachers. The relationship between peers also influenced the type of each class room as well as the academic performance of students. Expected to trigger questions that can serve as a challenge to a change in the thinking of educators, seeking a more cooperative and critical sociomoral environment.