Resumo

BOLSONI-SILVA, Alessandra Turini  e  MARIANO, Maria Luiza. Educative practices of teachers and child behavior, the transition to the first year of elementary school. Estud. pesqui. psicol. [online]. 2014, vol.14, n.3, pp. 814-833. ISSN 1808-4281.

The objectives this research are: (a) describing positive interactions established between teacher and student, considering clinical group to behavior problems and non-clinical one; (b) describing behavior repertoire (social skills and behavior problems) of children with and without clinical classification to behavior problems, according to TRF, teacher version. The participants this study were 16 female teachers who indicated and evaluated 32 students - 16 of them presented behavior problems (with BP - clinical group), whereas the other 16 did not (without BP - non clinical group). Students aged 6 years were enrolled in the first year of elementary school. Data collection was conducted through the application of three instruments: TRF, RE-HSE-Pr and QRSH-Pr, as an interview with teachers. Data were categorized and analyzed to compare the clinical and nonclinical groups (Mann-Whitney Test). Overall, this research found that female teachers exert different practices among students who have behavior problems that do not show, being more skilled in the interactions with children without behavior problems and more agressive to those with behavioral problems. Implications for interventions and public policies are discussed.

Palavras-chave : teacher-student interaction; educational practices; social skills; behavior problems; elementary education.

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