Uma abordagem microssociológica de sala da aula, no âmbito da aprendizagem das ciências

Abstract

We analyse in this article, in sociological terms, in an approach close to the methodology of process-product, the extent to which certain fundamental characteristics of the teacher, determine the strategies for study of its students and their achievement in science. We worked with a sample of twenty-four teachers and their 651 students, representing the schools of the Municipality of Olhão, Distrito de Faro. The results indicate that the kind of relationship that teachers establish with their students is fundamental to understand their results, with the highest levels of relationalship producing the most beneficial results from the students. The relational dimension however, is insufficient per se to establish an effective pedagogical practice. In fact, disciplinary regulations are fundamental and, somehow, they constitute a pre-condition to that efficacy. Guaranteed this relational and normative context, debating in the classroom, with extensive participation of students, is another key element to be mentioned in relation to teacher effectiveness.