Understand students’ perspectives on school situations

Abstract

This article aims to supplement research on the professional actions of teachers from the students’ point of view. These are considered here as full social actors, producing categories of analysis that aim to reduce the complexity of the situations they experience in school.  We present the first results of a survey that subjected about fifty students, between 13 and 15 years old, to video sequences of teaching in college. The students’ perspectives of how to deal with the class, both in the provision of knowledge and the way in which they are treated, reveals their need of accuracy of knowledge and justice. This outcome can contribute to structuring teaching and learning situations.