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v. 15 n. 41 (2024)
Desarrollo, cognición y educación en la era digital: Retos y oportunidades para la formación de estudiantes y sociedades del siglo XXI más justas y equitativas

Temática central

Relação entre Compromisso Agente e Apoio à Autonomia em Alunos do Ensino Fundamental

https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16734

Publicado 2024-08-27

  • Nathalia Mejia Cifuentes
    • ,
  • Natalia López Giraldo
    • ,
  • Solanlly Ochoa Angrino

Nathalia Mejia Cifuentes
Pontificia Universidad Javeriana Cali

Natalia López Giraldo
Pontificia Universidad Javeriana Cali

Solanlly Ochoa Angrino
Pontificia Universidad Javeriana Cali

Resumo

Este artigo visa analisar as interações entre professor e aluno que apoiam a autonomia e promovem o comprometimento agente em alunos do ensino fundamental. A pesquisa adotou uma abordagem quantitativa não experimental, envolvendo 5 professores e 176 alunos de uma escola particular em Pasto. Foram observados 15 vídeos de aulas, 3 para cada série, utilizando duas diretrizes de observação: o Sistema de Observação da Promoção da Autonomia e a Diretriz de Observação do Comprometimento Agente. Foram identificadas 507 interações de comprometimento agente, predominando respostas a preocupações (73,4%) e realização de pedidos (19,1%). Observou-se um maior apoio à autonomia antes do surgimento do comprometimento agente, em comparação aos momentos posteriores. A conclusão destaca que as interações docentes que incentivam a autonomia e o comprometimento agente são caracterizadas por focar no aluno, permitindo que ele assuma um papel ativo em seu processo de aprendizagem.

Palavras-chave

participação estudantil, relação professor-aluno, processo de interação educativa, aprendizagem, educação básica

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