As teorias implícitas da personalidade em contexto organizacional escolar

Abstract

The main purpose of this study is to identify the profile of pedagogical intervention by student-professors concerning pupils with polarized «evaluations». Pupils evaluated with high and low scores through a semantic differentiator of personality traces were compared, during Physical Education classes, taking into consideration teacher-pupil pedagogic interactions. Following the revision of literature, we came with the following working hypothesis: 1) When teachers are asked to describe their students in a free and summary way they tend to use personality traces as describers; 2) The profile of pedagogical intervention by teachers, when precipitated by an evaluation based upon personality traces is associated to the «good» and «bad» student stereotype, so polarizing the intervention; 3) The profile of the teachers pedagogical intervention when started by a description founded upon an observation of actual behaviors of teachers and students is associated to teaching behaviors more differentiated and not polarized. Two cycles of observation were made to prove this hypotheses.