Pedagogical practice and teacher-student relationship in preparatory courses

Abstract

Institutions that offer entrance exams preparatory courses, like The National High School Examination (ENEM) and public tenders, have become an attractive space for teachers. This study aims to identify, from a preparatoy course, the students characteristics and the pedagogical practice and their effects on the teacher-student relationship. This exploratory research was carried out in a small hinterland city private institution of Minas Gerais State, with the use of participant observation, field diary records and 31 students interviews. Based on Content Analysis, data were organized into categories. The first one, characteristics of the students, indicates that the majority is female, single, does not work, studies in public school, intends to study in public colleges, lives with their parents in private houses, in urban areas, with up to three or more people, has a family one-to-six minimum salaries and at least one of the parents did not finish high school. The second category, pedagogical practice and teacher-student relationship, reports that teaching takes place in favorable conditions as the didactic strategies adopted in courses, based on memorization and relaxation, result in greater interest from students and the approximation of teachers and students boards. Because both cooperate to the approval in selective processes, there is an increasement in the pragmatic and utilitarian teaching-learning process.

Keywords

• Cursinho. Prática pedagógica. ENEM. Vestibular.