Abstract
Abstract Adolescents in situations of social vulnerability demand a type of care, from parents, teachers, and society, that protects them from the additional risks to which they are exposed, without compromising the development of their autonomy. This qualitative study aimed to investigate the imaginative elaborations of 30 teachers about adolescence using an Interactive Narrative approach as an investigative resource. The narrative material was analyzed interpretively, searching for the affective-emotional senses underlying the elaborations of the participants, resulting in the following fields of meaning: "Do not turn adolescence into rocket science" and "Adolescence: a sign of danger". In addition to the pedagogical issues, the participants expressed difficulty in dealing with issues that are specific to the adolescent's emotional development, oscillating between stereotyped conceptions and an empathic posture in the face of adolescent immaturity. It is concluded that teachers experience ambivalent feelings towards adolescents, assuming either an authoritarian or a patronizing posture, understanding adolescent conflict as natural at this development stage.
Highlights
Article based on the dissertation of T.K.C.T
This study aimed to investigate the imaginative elaborations of a group of teachers about adolescents and the process of adolescence, insofar as the collective imaginary (Giust-Deprairies, 2005) of teachers, woven into the intersubjectivity of life, feeds their conduct
Adolescence is a transition phase whose transformations take place in the physical, psychological, and social spheres, enabling young people to manage a series of choices that, in their majority, result in family conflicts, especially parental ones (Araújo, 2014; Brasil, Almeida, Amparo, & Pereira, 2015), which, in turn, mark the adolescent’s subjectivation process, a phase that must be monitored and undergo parental intervention, when necessary (Stortelder & Ploegmakers-Burg, 2010)
Summary
Article based on the dissertation of T.K.C.T. AMARAL, entitled “Elaborações e percepções de professores sobre a adolescência de seus alunos”. Conclui-se que os professores vivenciam sentimentos ambivalentes em relação aos alunos, assumindo desde uma postura autoritária até aceitação do conflito adolescente como natural nessa etapa do desenvolvimento. Adolescents are historical and social subjects, as are their vulnerabilities These emerge from the weakening of the bonds of belonging, broken families and/or social violence, an early insertion in the labor market, and many other ways that expose the adolescent, in addition to the high expectations from family members, teachers, and society to become adult and autonomous as soon as possible (Eisenstein, 2005). The school, as well as the family, is recognized as a protection and personal development factor for adolescents This protection is compromised by the high expectations regarding the student’s performance and the teachers’ disbelief regarding the possibility of changing students’ behavior. According to Pires, Sarmento, and Drummond (2018), the need to get their own income and the disbelief that it is possible to improve one’s life through studies favors school dropout rates and increases the risk of adolescents being involved in crimes and offenses, in the illusion of asserting themselves as individuals
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