Ideological aspects and power relations in the classroom: Perceptions of secondary school students

Authors

  • Daniel Abud Seabra Matos Universidade Federal de Ouro Preto
  • Alexandre Frank Silva Kaitel Pontifícia Universidade Católica de Minas Gerais
  • Sérgio Dias Cirino Universidade Federal de Minas Gerais
  • Silvania Sousa do Nascimento Universidade Federal de Minas Gerais
  • Danusa Munford Universidade Federal de Minas Gerais

DOI:

https://doi.org/10.4013/edu.2012.162.1364

Abstract

The goal of this study is to present a discourse analysis of interviews with students of secondary schools in Belo Horizonte (Southeast Brazil). Its focus is the ideological aspects and power relations present in the classroom. The theoretical framework is the contribution of Fairclough to the field of Critical Discourse Analysis. Ten students (four boys and six girls) of public and private secondary institutions have been interviewed. After transcribing the interviews, we selected quotations that address power relations in the classroom. Based on trends that we identified in the students’ discourse, we propose the following categories: (a) role of the teacher; (b) assessment; (c) patterns of discursive interaction, (d) individualism. Thereis evidence of ambivalence in the students’ discourse about power relations in the classroom. The intertextuality of the students’ discourse points to a discourse of democratization at school and more egalitarian relations between teacher and students, as well as to a discourse of asymmetric power relations.

Key words: power relations, classroom, critical discourse analysis.

Author Biographies

Daniel Abud Seabra Matos, Universidade Federal de Ouro Preto

Graduado em Psicologia pela Universidade Federal de Minas Gerais (UFMG). Mestre em Educação pela UFMG. Doutor em Educação pela UFMG, com período Sanduiche na University of Florida. Hoje é professor Adjunto do Departamento de Educação da Universidade Federal de Ouro Preto (UFOP). Áreas de interesse: métodos quantitativos e qualitativos aplicados à avaliação educacional; Elaboração de instrumentos de avaliação psicológicos e educacionais; Aspectos psicológicos da avaliação educacional: concepções de avaliação de alunos e professores; Avaliação de sala de aula.

Alexandre Frank Silva Kaitel, Pontifícia Universidade Católica de Minas Gerais

 

Sérgio Dias Cirino, Universidade Federal de Minas Gerais

 

Silvania Sousa do Nascimento, Universidade Federal de Minas Gerais

 

Danusa Munford, Universidade Federal de Minas Gerais

 

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Published

2012-02-25

Issue

Vol. 16 No. 2 (2012): May/August

Section

Articles

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