Qualidade da mediação e indicadores de estresse em professores alfabetizadores

• Ano de defesa: 2015
• Autor(a) principal: Rodrigues, Fabiane Aparecida Ferreira Caetano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Psicologia; UFES; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Mediation of learning; Stress; Mediated Learning Experience; Teachers; Mediação da Aprendizagem; Estresse; Experiência de Aprendizagem Mediada; Professores; Aprendizagem; Alfabetização; Stress (Psicologia); Professores alfabetizadores; Psicologia; 159.9
• Link de acesso: http://repositorio.ufes.br/handle/10/9041

Considering the fundamental role of mediation learning in the literacy process, the study aimed to analyze the quality of mediation in literacy teachers from the public schools, analyzing factors related as the concepts about mediation and occupational stress. The research was outlined in two studies based on Reuven Feuerstein's theory about the Mediated Learning Experience (MLE). In Study 1 we investigated the relationship between conceptions about mediation of learning, personal variables and occupational stress indicators in 36 literacy teachers through protocol developed for this study and a set of scales to identify the main stressors of teaching work. The study 2, with a subsample of six participants, searched to identify and analyze the pattern mediacional in the classroom together with the main variables investigated. Therefore, were carried out 30 recording sessions of interactions between teachers and their students with application of the Guidelines for Teaching Observing Interactions, of Carol Lidz. The data collected in both studies had received quality and quantity treatment, and showed that: a) 100% of the participants were unaware of the theory of MLE, but showed basic knowledge about mediation; b) they realized their environment as stressful (p = 0.05), and being 38.89% with high level of stress, highlighting as major stressors, elements related to student engagement and relations with the community or institution; c) the group with high stress (n = 14) compared with no stress group (n = 22) and total (n = 36), had the lowest average age, realized elements of his work as more stressful and indicated lower satisfaction with the activities they perform at work; d) there was a positive correlation between age and length of service (rho = 0.60 and p = 0.00); e) the more intense the work stress lowest satisfaction perceived at work, and vice versa (rho = -0.41, p = 0.01);f) teachers with higher docent satisfaction had tended to relate mediation over the direct actions of the teacher than the actions of other agents or related to work resources (rho = 0.43 and p = 0.01);g) Intentionality (M = 3.68), Challenge (M = 3.67) and Contingent Responsivity (M = 3.62) were the mediational criteria who achieved the best average, while Change (M = 1.1),Shared Experience (M = 1.2) and Transcendence (M = 2.01) were less evident in the interactions of the teachers; h) in Study 2 (n = 6), pattern mediacional of best quality has presented in conjunction with coherent conceptions on mediation; the subsample showed high stress (n = 2) and moderate stress (n = 4). It is argued that both conceptions of mediation and the standard mediacional of the participants can be fortified with access to the theory of MLE, and that literacy teachers need to be targets of public policies aimed at better training and reduction of the stress indicators. The instruments used were shown to be appropriate to achieve the goals, however some adjustments are suggested to expand the analysis of teacher mediation. It is expected that the results and raised discussions can contribute to the improvement of educational practices and for the areas of Developmental Psychology and Education.