Relação professora-estudante e ética comunitária: Reflexões a partir da Teoria da Objetivação

Abstract

Every educational approach is grounded in an ethics that guides forms of human collaboration and modes of knowledge legitimation, directly affecting the ways teachers and students relate to one another. This article analyzes how a teacher and four students from Youth and Adult Education connect and engage in joint labor while solving a task involving first-degree polynomial equations, in light of the Theory of Objectification. The analyzed episode is part of a master’s research grounded in a qualitative and historical-cultural approach, developed from classroom video recordings. The analytical procedures focused on the verbal, gestural, and symbolic interactions collectively produced by the participants. The results show that the teacher–student relationship is ethically constituted through joint labor, enabling the co-production of knowledge and of the subjects involved. Furthermore, the study points to learning as a collective process and to the understanding of teachers and students as subjectivities in permanent constitution, indicating the communitarian ethics proposed by the Theory of Objectification as an alternative to individualistic perspectives of teaching.