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Os professores e os comportamentos de risco de alunos a frequentar o 1º ciclo do ensino básico
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As visões no âmbito dos comportamentos de risco têm, alguma inquietação no dia-a-dia profissional dos docentes. O interesse por esta problemática deve-se ao facto de os comportamentos em si assumirem um papel determinante na aprendizagem e no sucesso escolar. Desta forma e dada a importância que lhes é atribuída é determinante conhecer e compreender as problemáticas que lhe estão inerentes, o tipo de actuação que se faz, a visão que cada professor tem sobre e o que considera comportamentos de risco.
Verifica-se, que as dificuldades sentidas em identificar e controlar estes comportamentos nos alunos a frequentar o 1º ciclo, continuam a ser das principais razões das retenções e do encaminhamento dos alunos para os Serviços de Psicologia e Orientação.
Estas razões podem condicionar o percurso escolar do aluno e desencadear um conjunto de consequências negativas, como o desinvestimento face à aprendizagem, e ainda maiores problemas comportamentais e afectivos.
O estudo em questão visa uma investigação aos professores do 1º Ciclo do Ensino Básico, o que pensam em relação aos comportamentos dos alunos a quem leccionam. Neste estudo pretende-se perceber, qual a percepção dos docentes no que respeita à relação professor/aluno, à intervenção, à preocupação demonstrada, à reacção diante das evidências e qual a prevenção perante comportamentos de risco dos alunos do 1º Ciclo.
Para isso aplicou-se um questionário a docentes de 61 escolas do 1ºciclo, de seguida fez-se o tratamento estatístico. Os resultados obtidos mostraram diferenças de opinião entre o sexo masculino e feminino, nas dimensões preocupação e prevenção e também nas diferentes idades dos Professores nas dimensões prevenção e evidências.
Different opinions on risk behaviour have generated controversy amongst teachers. The interest in this problematic is directly linked to the importance of behaviour as far as the learning process and academic/professional success are concerned. For this reason, and because of its importance, it is essential to know how to act and to understand the underlying issues, the vision that each teacher has on what he/she considers to be risk behaviour as well as teaching methodologies in order to develop a more conscious and appropriate approach towards the pupils. Currently, the difficulty in identifying and controlling risk behaviour in elementary school pupils is still the main reason for grade retention and psychological counselling. These reasons may condition the pupils’ academic pathways and set off a number of negative consequences such as disregard for learning and even greater behavioural and affective problems. Thus, it is fundamental that elementary school teachers be extremely cautious and aware of the influence that pupil behaviour may have in their daily lives. The present study aims to assess the opinions of elementary school teachers on the behaviour of their pupils. The purpose of this study is to understand the perception of teachers in terms of teacher/pupil relationship, intervention, concern, reaction in face of evidence and prevention measures to adopt against risk behaviour in elementary school pupils. In order to do that, a questionnaire was submitted to 61 elementary school teachers. It was then statistically treated. After introducing data, we moved on to statistical treatment. The results showed gender-related differences of opinion in terms of preoccupation and prevention; and age-related differences of opinion in terms of prevention and evidence.
Different opinions on risk behaviour have generated controversy amongst teachers. The interest in this problematic is directly linked to the importance of behaviour as far as the learning process and academic/professional success are concerned. For this reason, and because of its importance, it is essential to know how to act and to understand the underlying issues, the vision that each teacher has on what he/she considers to be risk behaviour as well as teaching methodologies in order to develop a more conscious and appropriate approach towards the pupils. Currently, the difficulty in identifying and controlling risk behaviour in elementary school pupils is still the main reason for grade retention and psychological counselling. These reasons may condition the pupils’ academic pathways and set off a number of negative consequences such as disregard for learning and even greater behavioural and affective problems. Thus, it is fundamental that elementary school teachers be extremely cautious and aware of the influence that pupil behaviour may have in their daily lives. The present study aims to assess the opinions of elementary school teachers on the behaviour of their pupils. The purpose of this study is to understand the perception of teachers in terms of teacher/pupil relationship, intervention, concern, reaction in face of evidence and prevention measures to adopt against risk behaviour in elementary school pupils. In order to do that, a questionnaire was submitted to 61 elementary school teachers. It was then statistically treated. After introducing data, we moved on to statistical treatment. The results showed gender-related differences of opinion in terms of preoccupation and prevention; and age-related differences of opinion in terms of prevention and evidence.
Descrição
Mestrado em Educação Especial
Palavras-chave
Comportamento Evidências Intervenção Preocupação Prevenção Relação