A Critical Analysis of the Relationships of Educational Services: The Case of Mathematics Teachers, Federal University of Espírito Santo.
Name: HELGA MIDORI IWAMOTO
Publication date: 31/03/2006
Advisor:
Name |
Role |
|---|---|
| MARILENE OLIVIER FERREIRA DE OLIVEIRA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| MARILENE OLIVIER FERREIRA DE OLIVEIRA | Advisor * |
Summary: This work had the goal of understanding the dynamics of the services provision inside the Federal University of the state of Espírito Santo (UFES) Brazil in the case of the mathematics classes lectured to the students from disciplines offered by the Department of Mathematics (DMAT). It was approached the relation teacher-student, in which professors act as service providers from University to client-students. The reason for this research is that the students from UFES have been showing signs of difficulties in learning mathematics at disciplines offered by DMAT, as well as high index of absences and retentions in some cases. Taking this into consideration, it was looked upon the comprehension of the values and postures of professors from mathematics in their relation of lecturing to various courses, as well as the students expectations upon this professionals and the context of the relations between them throughout the disciplines, in the levels of university and groups of teachers and students. For this study, it was necessary the realization of a quantitative research with an complementary qualitative dimension, using questionnaires and interviews with the actors involved in these relations. In the end, it was possible to observe the diversity of characteristics in the people that compose the relationships teacher-student, and the diversity in the relationships themselves. This work utilized theories from authors as Adorno, Horkheimer, Fromm, Vygotsky, Bowlby and Schwartz. In the other hand, there was a great convergence in the opinion of students about the importance of the relationship with the professor for the process of learning, even greater in the case of disciplines considered as traditionally difficult as mathematics, in which some interviewed professors agree. It was possible to achieve these results through the quantitative treatment of the Likert scale questionnaires, and the qualitative analysis of the interviews (live and electronic) with the subjects.
