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Indisciplina e violência na escola : um estudo com alunos brasileiros do 8º e 10º anos de escolaridade
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Advisor(s)
Abstract(s)
Discutir sobre o tema da indisciplina e da violência é falar sobre assuntos presentes no
cotidiano das escolas. Tais situações são relatadas, frequentemente nas conversas dos
educadores, nas salas dos professores, em reuniões pedagógicas, conselho de classe,
dentre outros. Tal discussão, muitas vezes, não esclarece os conceitos e acaba
generalizando a definição dos dois temas. Para muitas pessoas, em função dessa
generalização de conceitos, indisciplina escolar e violência acabam tendo a mesma
definição e acabam sendo resolvidas de maneira similar. Para desenvolver tal assunto,
foi necessário recorrer a estudos que investigaram o que é indisciplina escolar. Tais
pesquisas mostram uma confusão de conceitos, por parte dos pesquisados, que podem
interferir diretamente na forma de atuação dos professores com relação aos problemas
da indisciplina e de violência encontrados nas escolas. A presente investigação teve
como objetivo geral conhecer as representações que os alunos do 8º e do 10º anos de
escolaridade têm acerca da indisciplina e da violência na escola. Os sujeitos da amostra
foram alunos do 8º e 10º anos de escolaridade que frequentavam a escola secundária no
Brasil, num total de 113 amostras. Para avaliar a disrupção neste meio escolar foi
utilizada a escala Peer Victimization Scale, na sua adaptação para Portugal, realizada
por Veiga (2008) que possibilitou avaliar comportamentos do agressor e do agredido.
Foram formadas nove questões de estudo com o propósito de analisar a distribuição de
alunos pela disrupção, vitimização e agressão na escola; os resultados em tais
comportamentos foram, também, considerados em função do ano de escolaridade e do
gênero. A análise dos resultados permitiu encontrar que algumas das diferenças foram
significativas nas dimensões da disrupção escolar, agressão e vitimização em função do
ano de escolaridade e de gênero, mas que na sua generalidade tal não ocorreu. O estudo
remete para a necessidade de novas pesquisas, em função de novos contextos e ao longo
da escolaridade.
Discuss the issue of indiscipline and violence is to talk about issues in the daily routine of the schools. Such situations are reported frequently in conversations of educators in the classrooms of teachers in pedagogical meetings, class council, among others. Such discussion often does not clarify the concepts and just generalizing the definition of the two themes. For many people, depending on how the generalization of concepts, school discipline and violence end up having the same resolution and end up being resolved in a similar manner. To develop such a subject was no need for studies that investigated what school indiscipline. These studies show a confusion of concepts, by the respondents, which may interfere directly in the form of performance of teachers in relation to problems of indiscipline and violence found in schools. This research investigation aims to discover the representations that students of 8th and 10th years of schooling have about indiscipline and violence in schools. The sample subjects were students of 8th and 10th years of education who attended high school in Brazil, totaling 113 samples. To evaluate the disruption this school through the Peer Victimization Scale Scale was used in adapting to Portugal, conducted by Veiga (2008) that allowed us to evaluate the behaviors of attacker and attacked. Nine questions of the study were formed with the purpose of analyzing the distribution of students by the disruption, aggression and victimization in school, the results in such behaviors were also considered as a function of grade and gender. The results allowed to find that some of the differences were significant in the dimensions of school disruption, aggression and victimization on the basis of grade and gender, but in general this has not occurred. The study points to the need for further research, according to new contexts and throughout schooling.
Discuss the issue of indiscipline and violence is to talk about issues in the daily routine of the schools. Such situations are reported frequently in conversations of educators in the classrooms of teachers in pedagogical meetings, class council, among others. Such discussion often does not clarify the concepts and just generalizing the definition of the two themes. For many people, depending on how the generalization of concepts, school discipline and violence end up having the same resolution and end up being resolved in a similar manner. To develop such a subject was no need for studies that investigated what school indiscipline. These studies show a confusion of concepts, by the respondents, which may interfere directly in the form of performance of teachers in relation to problems of indiscipline and violence found in schools. This research investigation aims to discover the representations that students of 8th and 10th years of schooling have about indiscipline and violence in schools. The sample subjects were students of 8th and 10th years of education who attended high school in Brazil, totaling 113 samples. To evaluate the disruption this school through the Peer Victimization Scale Scale was used in adapting to Portugal, conducted by Veiga (2008) that allowed us to evaluate the behaviors of attacker and attacked. Nine questions of the study were formed with the purpose of analyzing the distribution of students by the disruption, aggression and victimization in school, the results in such behaviors were also considered as a function of grade and gender. The results allowed to find that some of the differences were significant in the dimensions of school disruption, aggression and victimization on the basis of grade and gender, but in general this has not occurred. The study points to the need for further research, according to new contexts and throughout schooling.
Description
Tese de mestrado, Educação (Formação Pessoal e Social), Universidade de Lisboa, Instituto de Educação, 2014
Keywords
Indisciplina escolar Violência escolar Disrupção escolar Teses de mestrado - 2014