(In)disciplina na escola : perspectivas da ação docente
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2021
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Desde fins dos anos 1990, que o problema da indisciplina tem sido tema de estudos a apontar
para a conflitualidade típica das práticas escolares. Esta problemática não se resolve num
pensamento lógico causal ou em uma leitura a condenar atos transgressivos (ora dos pais, dos
alunos, das professoras, dos gestores) ou a ditar para os atores escolares modos e práticas mais
produtivos de controle de um alunado cada vez mais arredio. Assim, o presente estudo
objetiva analisar as percepções sobre a (in)disciplina por parte das docentes do Ensino
Fundamental I, de uma escola em Porto Seguro tendo por base o seu posicionamento diante
das ações dos estudantes, em contexto de sala aula. Desenvolve-se neste estudo uma
abordagem qualitativa, de cariz descritivo, com vistas à interpretação dos sentidos presentes
no corpus de pesquisa coletado. Constituem o corpus de análise, entrevistas com três docentes
das turmas do 3º ao 5º ano e com a equipe gestora. O enunciado pelos entrevistados,
demonstrou ser constante um questionamento acerca da falta da presença da família na escola;
a falta de profissionais como psicólogos e assistente social; a pouca presença de formação
docente em serviço com vistas a contornar os desafios causados pela (in)disciplina.
Since the late 1990s the problem of indiscipline has been the subject of studies which point to the typical conflict of school practices. This problematic is not solved in a causal logical reflection or reading condemning transgressive acts (on occasion parents, students, teachers and managers) or to define for the protagonists more productive ways and practices of control of an increasingly aggressive pupil. Therefore, this study aims to analyze the perceptions about (in) discipline by elementary school teachers of a school in Porto Seguro based on its position regarding the student’s actions in the classroom context. This study develops a qualitative, descriptive approach, aiming at the interpretation of the meanings present in the research corpus collected. The corpus of analysis consists of interviews with three teachers from the 3rd to 5th grade classes and with the management team. Respondents constantly showed a question about the lack of family presence in school; the insufficiency of professionals as psychologists and social worker; the lack of in-service teacher training to overcome the challenges caused by (in) discipline.
Since the late 1990s the problem of indiscipline has been the subject of studies which point to the typical conflict of school practices. This problematic is not solved in a causal logical reflection or reading condemning transgressive acts (on occasion parents, students, teachers and managers) or to define for the protagonists more productive ways and practices of control of an increasingly aggressive pupil. Therefore, this study aims to analyze the perceptions about (in) discipline by elementary school teachers of a school in Porto Seguro based on its position regarding the student’s actions in the classroom context. This study develops a qualitative, descriptive approach, aiming at the interpretation of the meanings present in the research corpus collected. The corpus of analysis consists of interviews with three teachers from the 3rd to 5th grade classes and with the management team. Respondents constantly showed a question about the lack of family presence in school; the insufficiency of professionals as psychologists and social worker; the lack of in-service teacher training to overcome the challenges caused by (in) discipline.
Descrição
Orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, INDISCIPLINA ESCOLAR, PROFESSORES, PRÁTICAS PEDAGÓGICAS, EDUCATION, SCHOOL INDISCIPLINE, TEACHERS, PEDAGOGICAL PRACTICES