The quarrel in the classroom, a vision of professor

Abstract

The research studies the quarrel in the teaching intervention. For such we analyze the significações that the citizens of two public schools of basic and average education, of Belém, Pará attribute to the quarrel in the relations of classroom. We privilege as instruments of collection given to the participant comment, half-structuralized interview and the concepts of dialogia in Bakhtin, social mediation in Vygotsky, and shared authority in Saints as you arrive in port theoretical of this inquiry. The professor teaches beyond the pertaining to school contents and propitiates other lições that have impact in the formation of the pupil as person. The results show that, the desmobilizantes rituals, the repetitive lessons and the punitive strategies characterize the teaching action. We conclude that pedagogical practical one with a dynamics of more propitious interaction to the learnings and the formation of the person, based on the partilhada authority and in the dialogue with the other, they are form to deal with the educative situations, in the relation professor/aluno and the process ensino/aprendizagem, pointed for the professors of the research.