2018
DOI: 10.1590/2175-623664512
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A Relação Professor-Aluno de uma Perspectiva Gramsciana

Abstract: Resumo: O objetivo deste artigo é analisar a relação professor-aluno à luz de algumas categorias de Antonio Gramsci. Para tanto, tomam-se como referências: um artigo jornalístico de sua autoria, de 1915; algumas notas dos Cadernos do Cárcere; e uma carta ao irmão Carlo, de 1930. Por esse caminho, pretende-se demonstrar que o autor advoga uma relação amigável entre professor e aluno, a qual exclui tanto o espontaneísmo pedagógico quanto o autoritarismo, o psitacismo e o diletantismo. Em suma, para Gramsci, a re… Show more

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Cited by 4 publications
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“…Likewise, the way to show both the contents and the assessment results may stand for a big influence in the student's motivation. (Silveira, 2018;Zhuang, Feng, and Liao, 2017). It means, the student's motivation could be enhanced by little changes made by the teacher in the educative environment, as long as the special features were attended (Engelschalk et al, 2016;Orsini et al, 2016).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Likewise, the way to show both the contents and the assessment results may stand for a big influence in the student's motivation. (Silveira, 2018;Zhuang, Feng, and Liao, 2017). It means, the student's motivation could be enhanced by little changes made by the teacher in the educative environment, as long as the special features were attended (Engelschalk et al, 2016;Orsini et al, 2016).…”
Section: Discussionmentioning
confidence: 99%
“…Teacher and student relationship is not just determined by needs satisfaction of the student, but emotional level is present too in order to achieve the student success (Sulkowski & Simmons, 2018). This positive relation is mainly determined by teacher propinquity, open communication and social support (Drugli, 2013), although assessing their knowledge and creating free expression environments is needed too (Silveira, 2018). When students perceive social support by teachers, emerge a reciprocate feeling that leads a higher implication and respect for the rules of the lecture (Chiu & Chow, 2011;Longobardi, Prino, Marengo, & Settanni, 2016).…”
Section: Introductionmentioning
confidence: 99%