O dilema da (in)disciplina escolar
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2015
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A sociedade vem passando por várias mudanças políticas, econômicas, sociais e culturais.
A população escolar já não é a mesma, caraterizando-se por uma grande diversidade. O
estudo da indisciplina escolar, tem vindo a ser reforçado, devido à crise de valores, à
recorrência do fenômeno e às dificuldades dos atores educativos em sala de aula. Neste
sentido, o nosso objetivo é analisar as percepções de diferentes atores educativos, quanto a
fenômenos de indisciplina ocorridos, no Ensino Fundamental, numa Escola Pública
Municipal, a fim de evitar ou contornar esta problemática. A abordagem metodológica
utilizadas foi predominantemente qualitativa, com um estudo de caso, centrado no
Programa de Aceleração da Educação de Jovens e Adultos (PAEJA). De posse dos
resultados, verificamos uma variabilidade de percepções acerca da indisciplina, entre
diretor, professores e alunos, que apresentam uma complexidade de fatores e causas que
resultam em tal fenômeno. Em primeiro lugar, é evidente a importância de uma construção
e corresponsabilização, fundamentada nos documentos estruturantes da escola. Em
segundo lugar, a indisciplina escolar é um dos grandes desafios na formação e na prática
pedagógica do professor, que precisa de recorrer a novos paradigmas de ensino e
aprendizagem, motivando os seus alunos com práticas pedagógicas ativas.
The society has been going through many political, economic, social and cultural changes. The school population is not the same, it is now characterized by great diversity. The study of school indiscipline has been strengthened due to the crisis of values, the phenomenon of recurrence and the difficulties of educational actors in the classroom. In this sense, our goal is to analyze the perceptions of different educational actors regarding indiscipline phenomena occurred in elementary school, in a Public School in order to avoid or work around this problem. The methodological approach used was predominantly qualitative, with a case study, focusing on Acceleration Program of the Youth and Adult Education PAEJA). With the results, we observed a variability of perceptions about the indiscipline among the principal, teachers and students, who have presented a complexity of factors and causes that result in such a phenomenon. First, the importance of construction and coresponsibility, based on the structuring school document, is evident. Second, school indiscipline is a major challenge in the teacher's pedagogic practice and formation, who needs to use new teaching and learning paradigms, motivating their students with active pedagogical practices.
The society has been going through many political, economic, social and cultural changes. The school population is not the same, it is now characterized by great diversity. The study of school indiscipline has been strengthened due to the crisis of values, the phenomenon of recurrence and the difficulties of educational actors in the classroom. In this sense, our goal is to analyze the perceptions of different educational actors regarding indiscipline phenomena occurred in elementary school, in a Public School in order to avoid or work around this problem. The methodological approach used was predominantly qualitative, with a case study, focusing on Acceleration Program of the Youth and Adult Education PAEJA). With the results, we observed a variability of perceptions about the indiscipline among the principal, teachers and students, who have presented a complexity of factors and causes that result in such a phenomenon. First, the importance of construction and coresponsibility, based on the structuring school document, is evident. Second, school indiscipline is a major challenge in the teacher's pedagogic practice and formation, who needs to use new teaching and learning paradigms, motivating their students with active pedagogical practices.
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Orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, MEIO ESCOLAR, PRÁTICAS PEDAGÓGICAS, INDISCIPLINA ESCOLAR, ESCOLAS, EDUCATION, SCHOOL ENVIRONMENT, PEDAGOGICAL PRACTICES, SCHOOL INDISCIPLINE, SCHOOLS