A indisciplina em sala de aula. Um estudo das causas, dificuldades de gestão e estratégias de controle na turma de 5ª série b do ensino fundamental
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2012
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Nesse trabalho, decidimos averiguar as causas da indisciplina escolar, os eventos e as estratégias de gestão e controle numa turma do ensino fundamental. Realizamos nosso estudo por meio de observações informais e sobre tudo através dos questionários aplicados respectivamente a alunos, professores e diretora da escola. A aplicação da pesquisa nos permitiu detectar alguns fatores de natureza escolar e familiar que são indicadores das causas de indisciplinas, como a ausência de normas regimentais que regulem o andamento da escola, aplicação de práticas docentes inadequadas na aula, e dificuldade de acompanhamento dos filhos pela família. Considerando os resultados referentes, constatamos três eventos de destaques que prejudicam o desenvolvimento das aulas: os alunos não entregam os trabalhos ou tarefas escolar; desrespeitam e até brigam com colegas e professores; e danificam o patrimônio público. Referente às estratégias de controle, os professores tentam promover conversas sobre a importância da concentração nas aulas, tentam estabelecer regras e combinados com os alunos e tentam modificar as aulas para que fiquem mais interessantes. Tendo em conta esses resultados, nos parece legítimo apresentar proposições que contemplam as necessidades educacionais e familiares dos alunos como a criação de programas de acompanhamento e assistência familiar, e a criação de normas regimentais conjuntas que priorizam o diálogo como a melhor forma para solucionar ou amenizar problemas de indisciplina na escola
In this work, we decided to investigate the causes of school indiscipline, the events and strategies of management and control in a class of elementary school. We conducted our study through informal observations and about everything through questionnaires applied respectively to students, teachers and the school's Director. The application of research allowed us to detect some school and family factors of nature that are indicators of the causes of indiscipline, as the absence of regimental standards governing the progress of school, inadequate educational practices in the classroom, and the difficulty of monitoring of children by family. Considering the results of, we see three outline events that hampers the development of lessons: students do not deliver the work or school tasks; disregard and even fight with colleagues and teachers; and damage the public patrimony. Regarding control strategies, teachers try to promote conversations about the importance of concentration in class, try to establish rules and combined with the students and try to modify lessons to make them more interesting. In view of these results, we believe legitimate submit propositions that include educational and family needs of students as the creation of monitoring programs and family assistance, and the creation of joint bylaws that prioritize the dialogue as the best way to solve or mitigate problems of indiscipline at school.
In this work, we decided to investigate the causes of school indiscipline, the events and strategies of management and control in a class of elementary school. We conducted our study through informal observations and about everything through questionnaires applied respectively to students, teachers and the school's Director. The application of research allowed us to detect some school and family factors of nature that are indicators of the causes of indiscipline, as the absence of regimental standards governing the progress of school, inadequate educational practices in the classroom, and the difficulty of monitoring of children by family. Considering the results of, we see three outline events that hampers the development of lessons: students do not deliver the work or school tasks; disregard and even fight with colleagues and teachers; and damage the public patrimony. Regarding control strategies, teachers try to promote conversations about the importance of concentration in class, try to establish rules and combined with the students and try to modify lessons to make them more interesting. In view of these results, we believe legitimate submit propositions that include educational and family needs of students as the creation of monitoring programs and family assistance, and the creation of joint bylaws that prioritize the dialogue as the best way to solve or mitigate problems of indiscipline at school.
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Orientação: Marcos Antônio da Silva ;
co-orientação: Antonio Teodoro
Palavras-chave
EDUCAÇÃO, INDISCIPLINA ESCOLAR, SCHOOL INDISCIPLINE, EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, ESTRATÉGIAS DE GESTÃO, MANAGEMENT STRATEGIES