BARBOSA, P. M. R. Representações de crianças sobre a relação afetiva com seus professores: uma contribuição para a compreensão do desejo de aprender [Children representational insights about the affective relationship with Teachers: a contribution to the comprehension of the learning desire]. Master’s Dissertation – Universidade Federal do Paraná. Curitiba (PA), 2009.
Available on: https://www.acervodigital.ufpr.br/bitstream/handle/1884/19416/DISSERTACAO_PRI.pdf?sequence=1
The subjectivity and the emotional aspects of the relation between teacher and student become apparent with the desires of teaching and learning. And, according to psychoanalysis, it is the phenomenon of transference that sustains such desires, contributing to the learning process. As such, this study analyzed representations created by twelve fourth grade children (ca. 10 years old) of a public school in Curitiba (PR/Brazil). These representations projected their affective relation with their teachers, as well as their perception of how these relations influenced their learning process. The data collection was done by direct interaction with the participants, with talking associated with graphical representations (drawings). To accomplish such purpose, three instruments were used: (1) Thematic Drawing-and-Story Procedure, for which each participant created four drawings involving themselves, their teacher and their classroom; (2) stories to be finished, by showing the children seven small incomplete stories about the studied theme, to be finished; and (3) interview, with nine questions, also about the studied theme. The data were analyzed qualitatively, mainly by content analyses, focusing on the identification of significant and predominant representations in the children’s input. Five main representation categories about the relation with the teacher were detected: (1) attention, talk and help; (2) affect and esteem; (3) fun moments and proximity; (4) desire of learning; and (5) desire of teaching, an indication that the teacher cares about the students. It is presented as a diagram to picture the frequency of appearance of such categories along the data collection process. Case studies were also made case studies with each of the twelve participants, attempting to show how each child, in their own particular path with the study, manifested their representations about the relation between affect and the learning process. Based on this study, the conclusion is that children build representations about this process, manifested in the affective relation between them and their teachers. And the teachers’ desire to teach, combined with their capacity of recognizing each students as unique, sustains the students’ desire to learn, enhancing the learning process.