THE INFLUENCE OF THE TEACHER'S POSTURE ON THE CONSTRUCTION OF STUDENTS' SELF-ESTEEM IN THE CONTEXT OF THE POST-ASSESSMENT

Abstract

Considering the evaluation of learning as an essential part of the teaching process, the work presented here sought to provoke reflection on the importance of the evaluative act in a welcoming perspective, especially in the natural moment of tension caused in students by the post-evaluation context. To do so, relevant discussions about the teacher's posture in the construction of students' self-esteem in the post-evaluation scenario were outlined. In this perspective, it was elected as the general purpose of the study to analyze the influence of the teacher's attitude in the process of building students' self-esteem in the context of post-evaluation of school learning. Furthermore, this article is a descriptive study of mixed approach, whose instruments of data collection were observations and questionnaires, being the field of investigation a Municipal School located in the Rural Zone of the city of Teresina-PI, Brazil, and having as target audience, students and teachers of the Elementary School of that school. All theoretical discussion around the theme was built from scholars such as Piaget (2014), Freire (1999), Ranghetti (2002), Haydt (1988), Hoffman (2009), among others. Finally, the final considerations of the work did not intend to close, but to provoke new investigations and reflections on the theme, considering that every study that intends to reflect teachers about their pedagogical practices, can promote reflected changes, adding to exchanges, studies and continuous planning and collaborating with the improvement of the quality of the teaching-learning process.