Teachers and children: the formation of communicative space

This article discusses the main problems of communicative space formation in the modern Russian school, in the absence of what it is impossible to achieve understanding, recognition and trust -the most important conditions for productive and harmonious development of students. The results of many studies demonstrate that in the educational environment there is a spread of indifference, lack of initiative, lack of self-criticism and personal interest in high educational results, tendency to alienation from the traditional values of the school environment, loss of interest in his work. Despite of stated government priority role of the education system, in the modern school the quality of education continues to fall, what inevitably leads to a further decline in the prestige of the teacher profession, growing discontent of parents and society. The article highlights the main problems hindering the formation of communicative space: the low prestige of teachers from the perspective of students and their parents, the increase of workload and the administrative pressure on teachers, trends of mutual shifting of responsibility for the upbringing work of the younger generation (parents believe that it is the duty of teachers, and vice versa), apathy and indifference to the school activities and any practices, instrumental attitude towards the teaching process, the prevalence of social apathy among teachers, as well as the predominance among teachers the negative stereotypes of students. The article shows that the absence of a trusting, personal relationship between student and teacher leads to an increase in the number of ontologically insecure, scattered individuals, with weak gender or another identity. To a greater extent this applies to boys/men who think about the process of education increasingly instrumental than girls, and are in the educational process where there is implicit or explicit feminization. The paper shows possible ways of practical actions aimed at the formation of communicative space in the school, the approaches to masculinity, which as an example illustrates the relevance of the «con-sent discourse».

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