Afetividade e alteridade na relação educador-educando: conversa com alunos de Secretariado Executivo

Este artigo tem como objetivo discutir as implicações da afetividade e da alteridade na relação educador-educando para a aprendizagem, na percepção de discentes de Secretariado Executivo, fundamentados na ética da alteridade radical e do educador áltero. Recorremos à pesquisa qualitativa, a partir da técnica de entrevista grupal denominada “roda de conversa”. Concluímos que os discentes percebem manifestações da ética levinasiana na relação com os docentes, os quais atuam como educadores álteros e possibilitam resultados satisfatórios para a aprendizagem. Percebemos que ainda há um caminho a ser trilhado por alguns professores em direção a uma atuação afetiva e de alteridade que possibilite a valorização do educando em primeiro lugar na relação como o educador. Palavras-chave: Relação educador-educando; Afetividade e alteridade; Secretariado Executivo. ABSTRACT This article aims to discussthe affectivity and alterity implications in the educator-student relationship for apprenticeship, in the perception of students of the Executive Secretary, based on the radical alterity and the alterus educator ethics. We resorted to qualitative research, from the technique of group interview denominated “circle conversation”. Concluded that students perceive manifestations of the levinasian ethics in the relationship with teachers, which act as alterus educators and enable satisfactory results for apprenticeship. There's still a way to be followed by some teachers towards an affective acting and alterity acting that enables the appreciation of the relationship with the student in first place. Keywords: Relationship educator-student; Affectivity and alterity; Executive Secretary.

Developing Professional Ethics

In this chapter, the development of the Educator Ethics and Conduct Toolkit (EECT) will be examined. The EECT was created as part of a comprehensive initiative for developing Professional Ethics for preservice and new teachers across the state. Rather than examine educator ethics from a philosophical point of view, the EECT is a practical, scenario-based curriculum which helps beginning teachers examine their fiduciary responsibilities and analyze ethical decision-making in authentic contexts. Utilizing a case study approach, the chapter examines the overall instructional design, development and implementation of the curricular materials.

Ethics in the Ambit of Distance Education

In an era when the distance teaching institution, irrespective of their type, namely single mode, dual mode, mixed mode and consortium, is involved in distance education, for the benefit of the aspirants targeted for each programme of study, which are on offer, this chapter discusses the ethics in the ambit of distance education. After citing reasons for adopting ethics in distance education, the chapter discusses about eight spheres of concern for ethics in distance education, namely Student Support Services (Administration, Admission, Eligibility Criteria/Calibre, Academic counselling and Medium of Instruction); Collaboration (Learner Support Centre, How, why they are selected); Credibility (Employability vs. Continuing Education); Duplication of Efforts (Material Production, Launch of Programmes, Course Writing); Provision of intersystem transfer (Lack for interface to aim transfer); Expertise (Academic activity and Administrative activity); and Resources and Research (Who does, How it is done). Genuineness, originality, copyright/patent, Memorandum of understanding kept, and causative agent made predominant are the advantages of facilitating ethics in distance education. The disadvantages of facilitating ethics in distance education are the rules viewed as hindrances, human elements given a preference over the credibility, and lack of buffer time. Distance education laid in the foundation of ethics, as viewed from the optimistic person, is that it will become more accommodative without diluting the standards. Irrespective of any comments from the critics, for any distance educator, ethics should be the signpost beyond which things should not go wrong at any cost. Ethics coupled with the scientific method of doing things will spin off the effectiveness of quality maintenance.