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(In)disciplina em contexto escolar : estudo caso numa escola do 1º ciclo
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Orientador(es)
Resumo(s)
A indisciplina na escola tem vindo a constituir um tema de crescente preocupação a todos os
responsáveis educativos, nomeadamente, professores, pais, psicólogos e políticos do nosso
país.
Com o decorrer dos anos, tem-se assistido a um aumento de situações comportamentais
inapropriadas em contexto escolar. Assim, a tentativa de explicar e compreender tais
comportamentos disruptivos, deve considerar uma panóplia de factores como por exemplo: os factores de natureza institucional e organizacional, os tipos de relação pedagógica
estabelecida, as normas em vigor, os tipos de comunicação, os programas curriculares, assim
como, as características psicológicas e sociais dos alunos.
Desenvolvemos um trabalho assente na metodologia de estudo de caso, com base num
trabalho de campo que contemplou entrevistas a alguns informantes chave no meio escolar que pretendemos investigar. Questionámos os alunos como forma de captar as suas-opiniões
sobre como viam e sentiam a indisciplina na escola e, também, foram realizadas algumas
observações de modo a registar determinados comportamentos e elementos do contexto em
que estes ocorriam, que de outro modo não eram possíveis obter.
A recolha de dados permitiu analisar e questionar a relação entre factores ligados ao clima de
escola e a (in)disciplina, numa escola onde se destacam elementos ligados às características
físicas do edifício escolar e também ao desempenho de diferentes agentes educativos.
Todavia, existem alguns indicadores que apontam para factores ligados quer às relações de
trabalho no interior da escola, quer às relações ainda em construção entre escolas do
agrupamento e ao modo como se constroem as relações entre a escola e as famílias dos alunos,
de modo a aprender a problemática da interacção disciplinar na organização escolar.
Os resultados deste trabalho vão de encontro a outras investigações que evidenciam os
aspectos disciplinares com a existência de inúmeros factores, bem como a necessidade de
existir um bom clima relacional entre todos agentes educativos.
The indiscipline in schools has been a fact of growing preoccupation in all educative persons in charge, namely: teachers, parents, psychologist and politicians. These indiscipline have been increasing day by day. But we can't explain it without trying to understand some elements like: institutional and organizational factors, types of pedagogical relations, standards in force, communication types, curriculum programs, psychological and social characteristics of the pupils. Our work was developed in a case- study methodology, based in a work field that involved interviews, made to some informers who are established in this area. We interrogated pupils in the way of knowing their points of view about indiscipline at school. We also observe them with the objective of analysing how those behaviours occurred. The results gave us the opportunity to examine and to interrogate the relations between school and the (in) discipline, where some conditions are connected to the physical characteristics of the school and also to differents educational agents. However, there are items which points to factors associated, for one hand, to the work relationship inside school, for the other hand, to the relationship between school, pupils families and the community. In the way of learning the discipline interaction problem in the school organization. The conclusion of this work are similar to others investigations that had demonstrated the existence of unlimited factors in the discipline aspects, such as the possibility of having good interaction between all the educational intervenes.
The indiscipline in schools has been a fact of growing preoccupation in all educative persons in charge, namely: teachers, parents, psychologist and politicians. These indiscipline have been increasing day by day. But we can't explain it without trying to understand some elements like: institutional and organizational factors, types of pedagogical relations, standards in force, communication types, curriculum programs, psychological and social characteristics of the pupils. Our work was developed in a case- study methodology, based in a work field that involved interviews, made to some informers who are established in this area. We interrogated pupils in the way of knowing their points of view about indiscipline at school. We also observe them with the objective of analysing how those behaviours occurred. The results gave us the opportunity to examine and to interrogate the relations between school and the (in) discipline, where some conditions are connected to the physical characteristics of the school and also to differents educational agents. However, there are items which points to factors associated, for one hand, to the work relationship inside school, for the other hand, to the relationship between school, pupils families and the community. In the way of learning the discipline interaction problem in the school organization. The conclusion of this work are similar to others investigations that had demonstrated the existence of unlimited factors in the discipline aspects, such as the possibility of having good interaction between all the educational intervenes.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Teoria e Desenvolvimento Curricular) apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Teoria e Desenvolvimento Curricular - Relação Pedagógica Indisciplina escolar Interacção Família e escola