A carregar...
Publicação
Indisciplina e violência na escola : factores de risco : um estudo com alunos do 8º e 10º anos de escolaridade
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.17 MB | Adobe PDF |
Orientador(es)
Resumo(s)
A violência escolar é um fenómeno com diferentes expressões e múltiplas causas. No
nosso país tem assumido maior visibilidade nos últimos tempos, quer pela atenção que
lhe tem sido dispensada pela comunicação social, quer pelo falado aumento de
comportamentos de indisciplina e bullying nas escolas. A presente investigação tem
como objectivo geral conhecer as representações que os alunos do 8º e 10º anos de
escolaridade têm acerca da indisciplina e da violência na escola. Foram formuladas doze
questões de estudo com o propósito de analisar a distribuição dos alunos pela
vitimização, agressão e disrupção escolar, bem como a existência de diferenças
estatisticamente significativas nos itens da vitimização, agressão e disrupção escolar
entre alunos de anos de escolaridade diferentes (8º e 10º ano) e cursos diferentes
(Cursos Científico-Humanísticos e Cursos Profissionais). Os sujeitos da amostra foram
alunos do 8º e 10º anos de escolaridade que frequentavam uma escola secundária do
distrito de Setúbal, num total de 196. Para avaliar a vitimização e agressão foi utilizada
a escala Peer Victimization Scale, na sua adaptação para Portugal (Veiga, 2007). Para
avaliar a disrupção utilizou-se a Escala de Disrupção Escolar Professada pelos Alunos
(EDEP), criada e desenvolvida por Veiga (1996). A análise dos resultados permitiu
encontrar diferenças nas dimensões da vitimização, agressão e disrupção escolar em
função do ano de escolaridade. A generalidade dos resultados aproxima-se de estudos
prévios e destaca a importância de contextos facilitadores do desenvolvimento de um
ambiente escolar isento de violência. O estudo remete para a necessidade de novas
pesquisas, em função de novos contextos e ao longo da escolaridade.
School violence is a phenomenon with different kinds of expressions and multiple causes. In our country it has assumed a greater importance in recent times, either due to the attention it has been given by the mass media, or due to the reported increase of undisciplined behaviours and bullying in our schools. The general objective of this research is to understand 8th and 10th graders’ perceptions of indiscipline and violence at school. Twelve issues of study were raised in order to analyse the students’ distribution through victimization, aggression and school disruption, as well as the existence of statistically significant differences in the items of victimization, aggression and school disruption among students from different grades (8th and 10th grade) and courses (Scientific and Humanistic Courses and Professional Courses). The sample population consisted of 196 8th and 10th grade students attending a secondary school in the district of Setúbal. The Peer Victimization Scale, adapted to Portugal (Veiga, 2007), was used to assess victimization and aggression. The Students’ Self-Reported School Disruption Scale, created and developed by Veiga (1996), was used to assess disruption. The analysis of the results showed differences in the extent of victimization, aggression and school disruption, according to the grade. The general results come close to previous studies and emphasize the importance of contexts that promote the enhancement of a school environment free of violence. The study expresses the need for further research, in the light of new contexts and along the years of schooling.
School violence is a phenomenon with different kinds of expressions and multiple causes. In our country it has assumed a greater importance in recent times, either due to the attention it has been given by the mass media, or due to the reported increase of undisciplined behaviours and bullying in our schools. The general objective of this research is to understand 8th and 10th graders’ perceptions of indiscipline and violence at school. Twelve issues of study were raised in order to analyse the students’ distribution through victimization, aggression and school disruption, as well as the existence of statistically significant differences in the items of victimization, aggression and school disruption among students from different grades (8th and 10th grade) and courses (Scientific and Humanistic Courses and Professional Courses). The sample population consisted of 196 8th and 10th grade students attending a secondary school in the district of Setúbal. The Peer Victimization Scale, adapted to Portugal (Veiga, 2007), was used to assess victimization and aggression. The Students’ Self-Reported School Disruption Scale, created and developed by Veiga (1996), was used to assess disruption. The analysis of the results showed differences in the extent of victimization, aggression and school disruption, according to the grade. The general results come close to previous studies and emphasize the importance of contexts that promote the enhancement of a school environment free of violence. The study expresses the need for further research, in the light of new contexts and along the years of schooling.
Descrição
Tese de mestrado, Educação (Formação Pessoal e Social), Universidade de Lisboa, Instituto de Educação, 2010
Palavras-chave
Indisciplina escolar Violência escolar Estudos de caso Teses de mestrado - 2010