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As regras escolares : representações dos alunos
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Orientador(es)
Resumo(s)
O presente estudo caracteriza e analisa as representações dos alunos sobre a dimensão
normativa disciplinar no ambiente escolar de uma escola de 2º e 3º ciclos. Assume-se o
cumprimento das regras como alicerce das competências de cidadania. A investigação orientou-se
pelas seguintes questões de investigação: (1)0 que entendem os alunos por regras de conduta
escolar? (2) Em que situações em que os alunos julgam necessária a existência de regras? (3) O
que pensam os alunos sobre o incumprimento das regras escolares? Optou-se por uma
metodologia qualitativa e interpretativa dando prioridade ao discurso do aluno e centralidade
aos significados atribuídos às regras e ao seu cumprimento.
O projecto de investigação envolveu duas fases complementares que procuraram
responder a objectivos através de procedimentos metodológicos distintos. Numa primeira fase
recolheu-se informações específicas sobre o regulamento escolar através da distribuição de um
questionário a todos os alunos da escola Gaivota do Tejo. A segunda centrou-se no conjunto dos
alunos seleccionados pelos directores de turma, por cada um dos anos de escolaridade (5°, 6°, 7°,
8º e 9°) num total de 10 alunos. Realizaram-se ainda dois tipos de entrevista. Uma sobre as
questões em estudo que solicitava o conceito de regra e o parecer sobre o incumprimento da
mesma, outra incidindo sobre um conjunto de histórias inspiradas em casos concretos,
reportando-se a situações reais ocorridas na escola, contudo recriadas de modo a salvaguardar os
autores. Os resultados referentes ao cumprimento da regra e aos modos de socialização no
espaço escolar, especificamente nos: (1) reconhecimento de regra como referente obrigatório e
necessário, orientada por um conjunto de direitos e deveres constituindo um referencial
socializador onde o valor do respeito e o reconhecimento da autoridade dos adultos surge como
um factor mobilizador no cumprimento das regras e um referencial positivo na aprendizagem;
(2) a cultura normativa da escola de tipo hierárquico traduz uma fraca democraticidade no
envolvimento do aluno ao nível da construção da regra, bem como uma certa formalização e
burocratização.
Apesar das suas limitações, este estudo poderá contribuir para clarificar as práticas
normativas da escola ao identificar as práticas dos alunos como geradoras de incumprimento ou
violação do normativo escolar. Ao nível das práticas dos professores o estudo poderá contribuir
para a elaboração de programas que promovam a reflexão e o debate em tomo das questões da
concepção e aplicabilidade dos normativos escolares.
This study describes and analyses how students act towards the disciplinary normative dimension within the school envirormient in a middle/junior high-school. The total obedience of rules is considered to be the foundation of citizenship skills. The research was based on the following questions: (1) What students think school behavioural rules are? (2) In which circumstances students think that rules are required? (3) What do students think about the disobedience of school rules? A qualitative and interpretative methodology was chosen by giving priority to what the students have to say and focus on the importance given to the rules and their observation. This research comprised two complementary phases, which strive to respond to objectives through distinct methodological procedures. In the fu-st phase specific information was gathered on school rules and regulations, by handing out a questionnaire to all students attending the Gaivota do Tejo School. The second phase concentrated on those students who were indicated by the class teachers for each grade (5°, 6°, 7°, 8° and 9°) numbering a total of 10 students. Two different types of interviews were also made. One about the research questions which asked for a definition of a rule and an opinion about the failure to obey it, another question solicited stories inspired on a number of cases that had really occurred at the school, but which were altered to safeguard the protagonists. The results on the observance of the rule and the ways of socialising within the school grounds, pertaining to: (1) acknowledgement of the rule as a necessary and obligatory referral, governed by a set of rights and duties constituting a socialising model, where respect is valued and the authority of adults is recognised and emerges as a mobilising factor for the obedience of rules and as a positive referential of the learning process; (2) the normative culture of a hierarchical type of school results in a weak democratic spirit concerning the student's involvement in the elaboration of the rule, as well as a certain formalisation and bureaucratisation. In spite of its restrictions, this study may help to clarify normative school practices by identifying the students* behaviour as being the origin of the violation or disobedience of the school norm. With respect to the behaviour of teachers, the study may contribute towards the elaboration of programmes which foster thought and discussion on issues about the conception and application of school norms.
This study describes and analyses how students act towards the disciplinary normative dimension within the school envirormient in a middle/junior high-school. The total obedience of rules is considered to be the foundation of citizenship skills. The research was based on the following questions: (1) What students think school behavioural rules are? (2) In which circumstances students think that rules are required? (3) What do students think about the disobedience of school rules? A qualitative and interpretative methodology was chosen by giving priority to what the students have to say and focus on the importance given to the rules and their observation. This research comprised two complementary phases, which strive to respond to objectives through distinct methodological procedures. In the fu-st phase specific information was gathered on school rules and regulations, by handing out a questionnaire to all students attending the Gaivota do Tejo School. The second phase concentrated on those students who were indicated by the class teachers for each grade (5°, 6°, 7°, 8° and 9°) numbering a total of 10 students. Two different types of interviews were also made. One about the research questions which asked for a definition of a rule and an opinion about the failure to obey it, another question solicited stories inspired on a number of cases that had really occurred at the school, but which were altered to safeguard the protagonists. The results on the observance of the rule and the ways of socialising within the school grounds, pertaining to: (1) acknowledgement of the rule as a necessary and obligatory referral, governed by a set of rights and duties constituting a socialising model, where respect is valued and the authority of adults is recognised and emerges as a mobilising factor for the obedience of rules and as a positive referential of the learning process; (2) the normative culture of a hierarchical type of school results in a weak democratic spirit concerning the student's involvement in the elaboration of the rule, as well as a certain formalisation and bureaucratisation. In spite of its restrictions, this study may help to clarify normative school practices by identifying the students* behaviour as being the origin of the violation or disobedience of the school norm. With respect to the behaviour of teachers, the study may contribute towards the elaboration of programmes which foster thought and discussion on issues about the conception and application of school norms.
Descrição
Tese de mestrado em Educação (Supervisão e Orientação Pedagógica), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Alunos Pensamento Socialização escolar Participação Teses de mestrado - 2007