Percepção do professor como autoridade pelos estudantes / How do students perceive teachers authority

No âmbito da psicologia e da pedagogia contemporâneas, não há dúvidas quanto ao fato de que a eficiência da instrução está, de algum modo, ligada à autoridade do professor. O presente artigo aborda o problema da percepção da autoridade do professor pelos estudantes. É assumido o ponto de vista de que, para que os estudantes possam se relacionar com o professor como autoridade, é preciso que eles desenvolvam uma determinada maturidade psicológica. Crianças e adolescentes com comportamento divergente não apresentam essa maturidade. Por isso, na psicologia russa, elas eram denominadas de crianças difíceis de educar, uma vez que a influência pedagógica tradicional que lhes era dirigida não produzia o resultado desejado. Considera-se que, nos adolescentes, os problemas ligados à autoridade têm duas origens: as dificuldades no desenvolvimento da relação de convivência e as dificuldades nas atividades de brincar e jogar. Entende-se que o caminho para a resolução desses problemas psicológicos pode encontrar-se na correção dessas esferas.(AU)

In contemporary psychology and pedagogy, there is no doubt that the efficiency of instruction is in some way related to the authority of the teacher. This paper focuses on the problem of students' perception of teacher authority. It is assumed that in order for students to recognize the teacher as an authority, they must develop a certain psychological maturity. Children and adolescents with divergent behavior do not have this maturity. Therefore, in Russian psychology, they were called difficult-to-educate children, since the traditional pedagogical influence directed at them did not produce the desired result. It is considered that, in adolescents, the problems related to authority have two origins: the difficulties in the development of convivial relationship and the difficulties in the activities of playing and role playing. The way to solve these psychological problems can be found in the correction of these two spheres.(AU)

Construcción y ejercicio de la autoridad pedagógica: Siete hipótesis desde la perspectiva de profesores chilenos / Construction and Exercise of Pedagogical Authority: seven Hypotheses From Chilean Teachers' Perspective

Resumen El presente estudio plantea siete hipótesis acerca de la autoridad pedagógica en la Enseñanza Media, desde el punto de vista de profesores que fueron reconocidos como autoridades por sus estudiantes. Se trata de un estudio descriptivo, sin intencionalidad normativa, que recoge la experiencia subjetiva de profesores sobre comportamientos y creencias acerca del ejercicio y la construcción de la autoridad. Se realiza un estudio cualitativo que levanta proposiciones acerca de la autoridad docente, basándose en entrevistas a profesores reconocidos como autoridades, cuyo contenido es validado a través de un proceso de triangulación que incluye discusiones grupales con profesores participantes en el estudio, además de entrevistas y discusiones con profesores expertos. Los resultados muestran que la autoridad pedagógica es un proceso de construcción permanente y que los primeros cinco años de ejercicio profesional son de especial relevancia ya que los docentes se enfrentan con sus creencias relativas a asumirse como autoridad . Se reconocen tres fuentes de legitimidad: el saber didáctico de la disciplina que se enseña, que marca la asimetría entre docentes y estudiantes; el respeto de los docentes a estudiantes, que evidencia la simetría fundamental entre los seres humanos y es condición para el reconocimiento de la autoridad docente; y la explicitación de las reglas del juego pedagógico, que constituye el cimiento para la estructuración de la relación. El ejercicio y la construcción de la autoridad pedagógica son percibidos además como un proceso solitario en el que la institución escolar puede visualizarse como una ayuda, pero no como soporte de la autoridad docente.

Abstract This work exhibits seven hypotheses on teacher's authority in secondary education from the point of view of Chilean teachers which were identified as authorities by their students. The following research is a descriptive study with no prescriptive purpose, that elicits teachers' subjective experience of behaviors and beliefs related to their development and exercise of authority. Through the survey "Conceptions on Pedagogical Authority" (Zamora, Meza & Cox, 2015), 936 second-year high school students from 27 different classes, from schools with diverse socio-economic backgrounds, identified 19 teachers as pedagogical authorities. Then, a qualitative study was conducted with the aim of eliciting propositions on teacher authority from these 19 educators through interviews. The categorization of these interviews' content was validated by means of a triangulation, including group discussions with teachers participating in the study, as well as interviews and discussions with expert educators. The results demonstrate that pedagogical authority is a permanent developing process. Within this process, the first 5 years of professional exercise are especially relevant, since teachers face their own conceptions of their role as educators, as well as assuming their authority. Three legitimacy sources were identified: the depth of the knowledge enabling educators to teach their discipline, which results in the accepted asymmetry between teachers and students; teachers' respect for students, which reveals the essential symmetry between human beings and which is a condition for students to recognize teacher's authority; and the establishment of the rules of the pedagogical game, which sets the foundations of the relationship, since these guidelines govern both teachers and students, thus making the consistent conduct of the teachers not only a source of legitimacy, but also one of trust, even when these rules are not laid down democratically. Additionally, teachers perceive the development and exercise of pedagogical authority as an individual process, in which schools can be perceived an aid, but not as an actual support for authority. The seven theses and their related findings deepen our understanding about teacher authority in practice and from the subjective experience of those who undergo this process. Also, they allow us to establish some critical points for discussion within teachers' formation and novice teachers' support.