Teaching authority and student autonomy: Problematizations about their relations, practices and knowledge

Authors

  • Mariana Luzia Corrêa Thesing Universidade Federal de Santa Maria
  • Marília Costa Morosini Pontifícia Universidade Católica do Rio Grande do Sul

DOI:

https://doi.org/10.4013/edu.2018.221.12327

Abstract

The teaching authority is often confused with the idea of authoritarianism and rigidity in the school space. However, rigor in disciplinary pedagogical practices is a pedagogical choice of the educator committed to liberating pedagogy. From the Freirean perspective, this text is the result of a research, a qualitative study, from a case study, which had as objective to know and understand the practices and knowledge of a teacher about the construction processes of her authority and the autonomy of her students. Based on semi-structured interviews, participant observations and analysis of official/school documents, the results showed the need for the articulation of the concepts of authority and autonomy, the importance of teaching authority practices for the construction of student autonomy and the difficulties of the school institution to work with this problematic, due to the concepts of authority and autonomy.

Keywords: teaching authority, student autonomy, liberating pedagogy.

Author Biographies

Mariana Luzia Corrêa Thesing, Universidade Federal de Santa Maria

Licenciada em Pedagogia.

Mestre em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul - PUCRS.

Doutoranda em Educação pela Universidade Federal de Santa Maria - UFSM/RS.

Marília Costa Morosini, Pontifícia Universidade Católica do Rio Grande do Sul

Doutora em Educação. Professora do Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica do Rio Grande do Sul. Pesquisadora 1A CNPq.

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Published

2018-01-23

Issue

Vol. 22 No. 1 (2018): January/March

Section

Articles

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