The formative-punitive discourse of university teacher: power relations in the evaluation of students in initial teacher training

Abstract

It was a qualitative research with micro-ethnographic design which is contextualized at the Universidad de Oriente, Venezuela. Its purpose: get to know and understand university teachers’ discourse attending to the power relations established with students in initial teacher training. An intentional sample was considered, conformed by a group of 25 students, all of them taking the Educational Evaluation subject, belonging to the curriculum of the Bachelor of Education with mentions, who were asked to list phrases and comments expressed by university professors in their evaluation dynamics. A Critical Discourse Analysis was used to treat all the information, where 4 dimensions emerged by using Grounded Theory procedure, which are: intimidation, frustration, mind control and manipulation. The results establish that there is a dynamic permeated by a relationship of power and domination over the students, which is expressed through phrases and comments that generate tension in the relationship with the latter and that influence the formation of the student in ITT.