Gestão e Espaços Escolares

Abstract

The teacher did not give the student a chance to speak out, placing compliance with the program above any demand from the students, given the test that would be administered. In this sense, he privileged work with content of a different order, since attitudinal content concerns the experience of values. To some extent, preoccupied with the program, he was inattentive to what was happening in the classroom, not noticing that a defamatory note was passing from hand to hand, while the students were equally inattentive. Compliance with the program became his objective without necessarily worrying about the real and meaningful learning of students. The role of a teacher in proposing attitudinal content is, at least, to show coherence between his speech and his actions. Then, carry out experiential activities in which affective bonds can be established, without necessarily leaving the specific content of your subject unexplored, that is, it is not a waste of time to “invest” in training the student to experience values. If the teacher had stopped the activity he was developing to explore the situation that occurred with Cátia, helping the class to review the attitude that left the student embarrassed, he would certainly have saved time, as the class's attention could be gained in later activities, with better learning possibilities. Democratic management constitutes one way, among others, of exercising citizenship in the school environment. The participation of school professionals and community members in daily life and in decision-making processes is a way of carrying out this exercise, as it involves welcoming different points of view, negotiation, respect for the will of the majority, without forgetting to consider what the majority thinks. minority.