Relações de linguagem e poder no espaço educativo e suas implicações na concepção discente de poder

Abstract

This work sought to verify, based on speeches of teachers and students, how relationships in the educational space affect the symbolic formation of power between teachers and students. Power is understood as the vital force that is formed through appropriations in social relations, enabling the individual to different resources in these relations. Two questionnaires were applied to 3 groups of 9th graders (72 students in total), and 17 of their teachers. The students and teachers were from three different public schools in Toledo, Paraná, Brazil. The answers to the questionnaires were analyzed based on the fundamental principles of the theorists Lev Semyonovich Vigotski, Alexander Luria, Alexei Leontiev and Ignácio Martín-Baró. The results revealed that both teachers (76%) and students (56%) recognized relations of power that circulate in the educational space, and they understood submission, hierarchy and authority as the basis of those relations. It was found that relations of power in the school environment are comprehended not as a specific phenomenon to human development, or part of the the psyche structure, but as an external process that aims to organize relations in a distinctly hierarchical and not dialectical manner. In the power relations expressed in the speech and in the teaching posture, prevailed the aspects of domination manifested through loud and disruptive tone of voice and degrading speech. These characteristics were considered by teachers and students as important in the teacher's speech, however the justifications used showed a clear discrepancy as to how that speech is perceived in the educational space: for students, 63% of teachers use their speech in a disrespectful way, however, only 11% of teachers perceive their speeches in such manner. The data collected point to a relation that is based on the teacher’s authority, and which is understood by both teachers and students as a necessarily hierarchical relationship for the good progress of the class, even when respect is not present. Therefore, it is expected teacher has a strong hand of the pedagogical process. These observations point to the importance of teachers have a more consistent understanding of human psyche development realizing that the educational environment is a privileged and unique space for discussion and development, in addition to the fact that the exercise of power must be seen in an educational and non-punitive way, by the student, the teacher and the entire education system. Power is not conceived as “a thing,” but it is constituted as an exerted force, which presents itself in the inter-functionality. Also, when it empowers the individual, it places him in another social “place” or status, being promoted and promoting the development of higher psychological functions. Yet, power is exercised through the development of higher psychological functions and dialectically its fosters them, since language appears in this relationship as the framework for the psychological development of all individuals, that is, the way in which teachers and students relate in the educational environment is pivotal to the psychic development. In light of this, it is urgent to have a solid training and development of teachers, as well as the promotion of the entire educational process, because the constitution of these relations that appear in the classroom, precedes it, as well as they will materialize in the subjects' ontological constitution.