Impactos da voz do professor na sala de aula: revisão da literatura

Abstract

Resumo Objetivo: Realizar uma revisão da literatura referente aos impactos da voz do professor no contexto da sala de aulaContribuição dos autores: ALVR concepção e planejamento do projeto; coleta de dados e análise dos dados; organização do texto. AMM concepção e planejamento do projeto; organização e revisão crítica do conteúdo. LCT concepção e planejamento do projeto; coleta e análise dos dados; organização e revisão crítica do conteúdo.

Perfil de comportamento pessoal autorreferido por professores universitários: associação com a autoavaliação comunicativa e vocal

“…Oral communication is a didactic work instrument in teaching. It offers information, increases students' interest, helps memorizing contents, strengthens the teaching -learning process and ensures the reliability of what is being said when it is well-applied and integrated (2)(3)(4)(5) .…”

“…Most research about professors' voice focus voice health, but studies on professors' communicative skills are slowly starting to advance (1,4,5,12) . The interest in assessing professors' personal behavior comes from the fact that personality influences vocal production (13) ; moreover, this process is observed in the teaching process and in social interactions in classroom environment.…”

Impressões auditivas da voz do professor na percepção de alunos, professores e leigos

“…The naive people pointed out more the voices of slow speed, strong intensity and mild breathiness, which are supposed to meet the idea that the teacher's voice should convey clarity, authority and vitality, characteristics related to the psychodynamics of these voices (20) . Studies have pointed out that slow speed can favor the processing of the message in the classroom (4,23) and that strong intensity is one of the aspects of maintaining student's attention (4,8) . Regarding to the mild breathiness, it is believed that this acceptance is related to the mild degree of breathiness, which does not cause discomfort to the listener and is culturally associated with the aspect of female sensuality (20).…”

“…These voices are characterized by transmitting the sensation of fatigue, stress, weakness and exhaustion (20) . Studies have shown that the dysphonia has an unfavorable repercussion on the students (1,2,4,15,16) and that they present negative reactions to the dysphonic voice, characterizing it as rough, difficult to hear, repetitive, poor, sick and broken (2,15,16) . Table 3 shows that the voices of neutral vocal quality, bass pitch and slow speed were associated with a positive psychodynamic, desirable for a school context, because they were considered pleasant, motivating and able to arouse attention, which is in agreement with the literature found (8) .…”

“…The voice is one of the teacher's tools of work, mediator of the teaching-learning process, in which the linguistic discourse is linked to the information and the extralinguistic vocalization, to the emotional impact (1,2) . Thus, in the classroom, the student listens to the teacher and, at the same time, triggers projections and feelings, involved by the information and the way the content is transmitted (2)(3)(4) .…”