A indisciplina na sala de aula : estratégias de intervenção no 1.º CEB
Miniatura indisponível
Data
2020
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A realidade escolar da atualidade é cada vez menos comparável à realidade de décadas atrás. A escola encontra-se desatualizada para receber alunos do século XXI, que chegam com novos saberes, culturas, expetativas, gostos, experiências pessoais e sociais dissociadas das que a escola oferece com os programas desadequados (APM, 2012; SPIEM, 2012); com falta de recursos tecnológicos; com salas reduzidas para o excessivo número de alunos por turma. Em conformidade com estes desajustes, os alunos tendem a assumir atitudes e comportamentos que vão contra as regras estipuladas pelos estabelecimentos de ensino e, muitas vezes, pelas normas e valores de conduta de cidadania. Em consequência, os resultados escolares não são os esperados, gerando ainda mais revolta e exclusão (Carvalho, 2014; Renca, 2008; Amado, 2001).
Analisar metodologias e estratégias pedagógico-didáticas que contribuam para minimizar as atitudes e comportamentos de indisciplina, numa sala de aula, do 1º CEB, de um Agrupamento de escolas do concelho de Gondomar, é o objetivo geral deste estudo. Trata-se de um estudo de caso, com uma abordagem predominantemente qualitativa e descritiva, cujas fontes de recolha de dados comportam, além da observação participante da investigadora; o inquérito por questionário aplicado aos pais e encarregados de educação, aos professores e aos alunos participantes; e a análise documental, em que se analisaram textos escritos pelos alunos acerca da temática em estudo, assim como os resultados escolares obtidos durante o ano do estudo.
Os resultados permitem concluir que o Plano de Ação/Estratégias pedagógico didáticas, implementado em colaboração com a família dos alunos envolvidos, surtiu o efeito desejado, ou seja, os alunos não só modificaram as suas atitudes e comportamentos, como os resultados escolares sofreram uma melhoria significativa. Neste sentido, comprova-se que a gestão de sala de aula é fundamental para o sucesso educativo, pelo que todos os professores devem ousar inovar sem receio do não cumprimento dos programas, pois mais importante do que a aquisição do conhecimento é a aquisição de competências para a vida.
Nowadays, the school is each time, less and less comparable to its reality decades ago. School is outdated and unprepared to receive 21st century students, who arrive with new knowledge, cultures, expectations, tastes, personal and social experiences dissociated from those that the school offers with inadequate programs (APM, 2012; SPIEM, 2012); the lack of technological resources; with rooms to small regarding the excessive number of students per class. In accordance with these misfits, students tend to assume attitudes and behaviors that go against the rules stipulated by the educational establishments and often by the norms and values of conduct of citizenship. As a result, school results are not as expected, generating even more anger and social exclusion (Carvalho, 2014; Renca, 2008; Amado, 2001). The aim of this study is to analyse pedagogical-didactic methodologies and strategies that can contribute to minimize students undisciplined attitudes and behaviours in a Primary School of a group of schools in Gondomar. This is a case study, with a predominantly qualitative and descriptive approach, whose data collection sources include, in addition to the researcher's participant observation, the questionnaire survey applied to parents and guardians, teachers and participating students and also the content analysis of texts written by students regarding the theme of this study, as well as the school results obtained during the year of the study. The obtained results allow us to conclude that the Action Plan/Pedagogical-didactic strategies implemented in collaboration with the involved student’s families had the desired effect. That is, students not only changed their attitudes and behaviors, but also school results experienced a significant improvement. This way, the study evidenced that classroom management is fundamental to educational success and so all teachers should dare to innovate without fear of non-compliance with the programs because, more important than the acquisition of knowledge is the acquisition of skills for life.
Nowadays, the school is each time, less and less comparable to its reality decades ago. School is outdated and unprepared to receive 21st century students, who arrive with new knowledge, cultures, expectations, tastes, personal and social experiences dissociated from those that the school offers with inadequate programs (APM, 2012; SPIEM, 2012); the lack of technological resources; with rooms to small regarding the excessive number of students per class. In accordance with these misfits, students tend to assume attitudes and behaviors that go against the rules stipulated by the educational establishments and often by the norms and values of conduct of citizenship. As a result, school results are not as expected, generating even more anger and social exclusion (Carvalho, 2014; Renca, 2008; Amado, 2001). The aim of this study is to analyse pedagogical-didactic methodologies and strategies that can contribute to minimize students undisciplined attitudes and behaviours in a Primary School of a group of schools in Gondomar. This is a case study, with a predominantly qualitative and descriptive approach, whose data collection sources include, in addition to the researcher's participant observation, the questionnaire survey applied to parents and guardians, teachers and participating students and also the content analysis of texts written by students regarding the theme of this study, as well as the school results obtained during the year of the study. The obtained results allow us to conclude that the Action Plan/Pedagogical-didactic strategies implemented in collaboration with the involved student’s families had the desired effect. That is, students not only changed their attitudes and behaviors, but also school results experienced a significant improvement. This way, the study evidenced that classroom management is fundamental to educational success and so all teachers should dare to innovate without fear of non-compliance with the programs because, more important than the acquisition of knowledge is the acquisition of skills for life.
Descrição
Orientação: Irene Figueiredo
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, INDISCIPLINA ESCOLAR, ESTRATÉGIAS DE INTERVENÇÃO, ENSINO BÁSICO, SUCESSO ESCOLAR, ESTRATÉGIAS DE GESTÃO, EDUCATION, SCHOOL INDISCIPLINE, INTERVENTION STRATEGIES, PRIMARY EDUCATION, SCHOOL SUCCESS , MANAGEMENT STRATEGIES