Relação pedagógica como um jogar

Abstract

This thesis presents a theoretical investigation focusing on the concept of pedagogical relationship. In order to develop this concept, the paper explores the idea of pedagogical relationship as a play, and as a research method it uses a type of Conceptual Analysis called the Conceptual Development explored in references of Garcia (2012a), Wilson (2005) and Coombs; Daniels (1991). By using this method, in this approach, and employing the concept of play as a meta-language creator to assist in the interpretation and development of the concept of pedagogical relationship, this thesis presents a different view on the subject, explores ways still poorly covered in research in education and promotes advances in discussions about the pedagogical relationship. A part of the conceptual research here undertaken involves a review of the educational literature about the concept of pedagogical relationship based on the works of Postic (1990), Freire (2002), and Trindade (2009; 2012), in which it was perceived a chance to explore the term pedagogic relationship from the concept of play. This concept was researched in the theories proposed by Wallon (2007), Piaget (1954; 1961; 1971; 1983; 1990; 1994; 1999), Vigotski (2010), Elias (2005), and Huizinga (1999), and is grounded, epistemologically, in studies of the German philosopher Gadamer (1990) who, in addition to proposing a break with the rationality of the Enlightenment, introduces a differentiation between the concepts of play (as an action) and game (as an event), and also provides a condition to understand the play as a circular experience that enriches the discussion about the concept of pedagogical relationship. With the aid of the research method, this theses explores the idea of pedagogical relationship as a play and, after abstracting creative elements to broaden the understanding of the concept being developed, new meanings are presented to the pedagogical relationship through four analyzes perspectives. The first one interprets the pedagogical relationship as an adherence to codified behaviors and, besides indicating the understanding of some situations that happen in the pedagogical relationship, it proposes that, in order to ease conflicts among the parties, some epic moments of the pedagogical relationship be valued. Then, the pedagogical relationship is interpreted as a social occasion of interdependence that allows us to understand the process involved in it, in addition to having their actions influencing the actions of others, as an experience of action and reaction, are not adversaries, but supporters; that is, the aim of teachers and students in the pedagogical relationship is to perform their own process maintenance as partners. Subsequently, the pedagogical relationship is interpreted as a drafting and redrafting of itself in which it is perceived that teachers and especially the students, both to enter the pedagogical relationship as to stay in that process, expand their creative possibilities – that is one of the desired and stimulated qualities in the current pedagogical relationship. Finally, the pedagogical relationship is interpreted as a circular representation based on which this theses proposes another type of involvement in the pedagogical relationship to this be characterized as such.