Contribuições da Psicologia para a compreensão da relação professor x aluno no ensino superior

• Ano de defesa: 2008
• Autor(a) principal: Parra, Cláudia Regina
• Orientador(a): Moretti, Lucia Helena Tiosso
• Banca de defesa: Cardoso, Sônia Maria Vicente , Almeida, Rosemarie Elizabeth Schimdt
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Professores Formação; Educação permanente; Ensino superior
• Palavras-chave em Inglês: Teacher education; Continuing education; Higler education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/963

This study addresses the teacher-student relationship in higher education and the influences of the transfer and countertransference in the transmission and acquisition of knowledge. It was chosen higher education as a country of research by the experience that we have experienced with this type of education. This is a search country descriptive taked with 81 students and 42 teachers of the Centro Superior de Ensino in Dracena - CESD in courses of Accounting Science, Law and Tourism, maked through interviews with questionnaires applied to students and teachers. We understand the link relational and its significance to the construction of knowledge. We use as reference the theoretical of concepts Freud psychoanalytical, highlighting the transfer and countertransference that proposes understand how the relationships happen. Through the data we can understand the "place" that the teacher occupies in the student unconscious, that authorizes or not to teach. We note that, by means of the publication, the student adult feeds with the teacher the same motivations and desires of newcomer in their school activities, the teacher who passed easily in that context becomes more attractive to the student achievement and success in his commencement of teach. Characteristics of good teacher, the subjects preferential the students are more linked to the personality of the teacher than the technical knowledge valued by academic title. Also, as teachers, we perceive the ignorance of these who occupy the representativeness in the imagination of the student in the process, which hinders the possession of the authority, therefore, with this, the teacher fails to recognize the transference feelings and, consequently, direct the wishes of student to learn. The case effectively, in this context, arise more by trial and error. With support in the discussion and analysis of the aspects found, we deduce that the theoretical foundation met the needs of the study, facilitating moving toward achieving the objectives.