“Teaching those who do not want to learn”: one of the challenges of Didactics and Teacher Training

Mesquita, Silvana

doi:10.1590/1980-6248-2017-0115EN

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Articles • Pro-Posições 32 • 2021 • https://doi.org/10.1590/1980-6248-2017-0115EN copy

“Teaching those who do not want to learn”: one of the challenges of Didactics and Teacher Training ¹ 1 Responsible Editor: Adriana Varani. https://orcid.org/0000-0002-7480-4998 ² 2 Normalization, preparation, and Portuguese review: Luan Maitan – revisao@tikinet.com.br ³ 3 English version: Viviane Ramos- vivianeramos@gmail.com

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article builds on the expression “teaching those who do not want to learn” that is consolidated in the perceptions of high school teachers as one of the greatest challenges of the teaching-learning process in public schools. The data is part of a study on teaching for young people from peripherical regions. The objectives are to see the reality of these “students who do not want to learn”; identify how teachers can overcome this reality and promote meanings for the school; to recognize new dimensions of teaching practice to be incorporated by the teaching of Didactics and Teacher training. The argument is based on Didactics and Sociology studies. It is argued that a new teaching professionalty is marked by the relational and motivational dimensions of work, in which the teacher is a “relationship professional” and a “builder of meaning”.

Keywords
good teacher; didactics; high school; professionalty

	2009		2011		2013		2015
	Public schools	Private schools	Public schools	Private schools	Public schools	Private schools	Public schools	Private schools
Elementary School I	4.4	6.4	4.7	6.5	4.9	6.7	5.3	6.8
Elementary school II	3.7	5.9	3.9	6.0	4.0	5.9	4.2	6.1
High School	3.4	5.6	3.4	5.7	3.4	5.4	3.5	5.3

	2009		2011		2013		2015
	State schools	Private schools	State schools	Private schools	State schools	Private schools	State schools	Private schools
Ideb-Brazil	3.4	5.6	3.4	5.4	3.4	5.7	3.5	5.3
*Flow^ * The higher the value, the higher the approval”; -Brazil**	0.78	0.93	0.82	0.93	0.73	0.94	0.82	0.95
Performance-Brazil^ The higher the grade, the higher the learning.	4.34	5.96	4.19	5.79	4.32	6.05	4.25	5.64

		% of agreement
Disciplinary problems caused by students		89.9
Time avalible to correct eavaluations, activities, and exercises		83.8
Time available to develop content		81.2
Availability of didactic material		80.9
Experimental and practical work with students		78.8
Relationship with students’ families		76.1
Lack of personnel for pedagogical support		73.9
High rate of students’ absence		63.2
Work organization in the classroom		56.7
Mastery of new knowledge		55.1
Participation in pedagogical meetings		47.8
Relation with school direction		47.1

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[1] Author contact:
Pontifícia Universidade Católica do Rio de Janeiro − Educação, R. Marquês de São Vicente, 225 − Casa XV − Gávea, Rio de Janeiro, RJ, Brasil. 22541-041