(In)disciplina e (inter)ação pedagógica : do discurso às práticas
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Data
2011
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O tema deste trabalho é a (in)disciplina em contexto de sala de aula, colocando - se o enfoque nas representações alunos do 3º ciclo, pais e professores sobre esta problemática e as suas perceções sobre o tipo de ocorrências e causas.
Este estudo de caso procura um entendimento da indisciplina, reconhecendo-se a existência de uma miríade de fatores subjacentes a este conceito, cruzando diferentes olhares da psicologia, sociologia e pedagogia. O conceito de indisciplina é definido com referência ao conceito de disciplina traduzindo um comportamento disruptivo que emerge na relação pedagógica.
A construção da relação interpessoal entre professor/aluno e a gestão do comportamento dos alunos assegura a manutenção de um clima que permite a efetividade do processo ensino – aprendizagem.
Realiza-se uma abordagem numa perspetiva conceptual, procurando-se o conhecimento e natureza do conceito, a identificação das causas centrados no aluno desde as suas características psicológicas, sócio – económicas, de contexto familiar e culturais, as causas centradas no professor e na organização escolar, bem como as causas sociais que influenciam a ocorrência de (in)disciplina.
Explanam-se formas de gestão e resolução de comportamentos disruptivos, atendendo a diferentes e possíveis abordagens.
Efetua-se, numa perspetiva empírica, na tentativa de compreender o impacto da interação pedagógica na ocorrência de atos disruptivos, a análise e interpretação de dados obtidos por triangulação de métodos, a partir de uma população de alunos de 3ºciclo, professores e pais, permitindo uma reflexão e confrontação sobre as representações destes atores e as realidades observadas.
The chosen theme of this essay is (in)discipline in the classroom, its focus is on the representations of 3rd grade students, teachers and parents about this matter and their perceptions on the type of occurrences and causes. In this case study, an understanding of the indiscipline is pursued, several inherent factors are recognized, intersecting different looks from psychology, sociology and pedagogy. The concept of indiscipline is defined through the concept of discipline as a disruptive behavior that emerges in the pedagogic relation. The construction of the interpersonal relation between teacher/student and the student’s behavior management assures the maintenance of a climate which allows the efectivity of the teaching-learning process. An approach is made in a conceptual perspetive, searching the knowledge and the nature of the concept, the identification of the causes centered in the student from his psychological, socioeconomic, family and cultural-related characteristics, causes centered in the teacher and in the school organization, as well as the social causes which have an influence in the occurrence of (in)discipline. Managing forms and resolution of disruptive behaviors are shown, considering different and possible approaches. Through an empiric perspetive, in the attempt to understand the impact of pedagogic interaction in the occurrence of disruptive acts, an analysis data is made, data obtained, by the triangulation of methods, through a population of students of 3th grade, teachers and parents, allowing a reflection and confrontation over the roles of these characters and its observed realities.
The chosen theme of this essay is (in)discipline in the classroom, its focus is on the representations of 3rd grade students, teachers and parents about this matter and their perceptions on the type of occurrences and causes. In this case study, an understanding of the indiscipline is pursued, several inherent factors are recognized, intersecting different looks from psychology, sociology and pedagogy. The concept of indiscipline is defined through the concept of discipline as a disruptive behavior that emerges in the pedagogic relation. The construction of the interpersonal relation between teacher/student and the student’s behavior management assures the maintenance of a climate which allows the efectivity of the teaching-learning process. An approach is made in a conceptual perspetive, searching the knowledge and the nature of the concept, the identification of the causes centered in the student from his psychological, socioeconomic, family and cultural-related characteristics, causes centered in the teacher and in the school organization, as well as the social causes which have an influence in the occurrence of (in)discipline. Managing forms and resolution of disruptive behaviors are shown, considering different and possible approaches. Through an empiric perspetive, in the attempt to understand the impact of pedagogic interaction in the occurrence of disruptive acts, an analysis data is made, data obtained, by the triangulation of methods, through a population of students of 3th grade, teachers and parents, allowing a reflection and confrontation over the roles of these characters and its observed realities.
Descrição
Orientação : João Miguel Trancoso Vaz Teixeira Lopes ; Co-orientação : Alcina Manuela Oliveira Martins
Palavras-chave
EDUCAÇÃO, EDUCATION, INDISCIPLINA ESCOLAR, SCHOOL INDISCIPLINE, COMUNICAÇÃO, COMMUNICATION, LIDERANÇA, LEADERSHIP, DOUTORAMENTO EM EDUCAÇÃO