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(In)disciplina na sala de aula. (In)Disciplina na sala de aula, o que é? a que se deve? Como agir? Opiniões de professores e alunos do 1º ano de escolaridade
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Abstract(s)
O presente trabalho debruça-se sobre a temática da (in)disciplina na sala de aula, um
fenómeno que preocupa pais, professores e outros intervenientes no processo
educativo, provoca desequilíbrios importantes no normal funcionamento dos gruposturma
e das escolas em geral, comprometendo as oportunidades de aprendizagem e
desenvolvimento dos alunos. O trabalho teve como objetivos compreender as
perspetivas de docentes do 1.º ano do 1.º CEB, e respetivos alunos, sobre o que
constituem comportamentos de (in)disciplina na sala de aula, as causas que levam à sua
ocorrência e que abordagens podem ser usadas para prevenir, extinguir e minimizar os
seus efeitos. Na primeira parte do trabalho, apresenta-se o referencial teórico que
aborda a complexidade dos conceitos e dos comportamentos de (in)disciplina, os
fatores que lhe estão associados, e as indicações sugeridas pela literatura para
promover um ambiente disciplinar favorável às aprendizagens na sala de aula. Na
segunda parte, descreve-se o estudo empírico realizado, qualitativo, centrado em duas
turmas do 1.º ano de escolaridade de uma escola privada. Os dados foram recolhidos
através de entrevista semidiretiva e sujeitos a análise de conteúdo. Os resultados
mostram uma proximidade entre perspetivas de professores e alunos sobre os
diferentes tipos de comportamento de (in)disciplina, destacando-se o desrespeito pelo
adulto, as conversas paralelas e o estar sentado de forma inapropriada. Entre as
diferenças, os docentes salientam os comportamentos que interferem na qualidade da
relação pedagógica e no exercício da sua autoridade. A imaturidade dos alunos e a
ausência de regras construídas na família são as causas mais referidas pelos docentes.
Para os alunos, o incumprimento de regras como o não esperar pela vez de falar ou falar
muito alto são os principais tipos de comportamentos de (in)disciplina. Como causas
para a sua ocorrência, os alunos apontam a falta de motivação pela
aprendizagem/escola. São ainda sugeridos estudos futuros que incluem o alargamento
a outra população, contextos e a procura de relação de associação entre tipos de
comportamento, causas e abordagens pedagógicas.
The present paper relates to the subject of (in)discipline in the classroom, a phenomenon that worries parents, teachers and other intervenients in the educational process. It causes important imbalances in the normal functioning of class groups and schools in general, compromising opportunities for learning and development. The purpose of this study was to understand the perspectives of teachers and their students from the 1st year of the 1st grade regarding what constitutes classroom (in)discipline. It was also studied the underlying causes that lead to its occurrence and which approaches can be used to prevent, extinguish and minimize its effects. In the first part of this paper, we present the theoretical references that addresses the complexity of the concepts and behaviors of (in)discipline, the associated factors and the references in the literature towards disciplinary environments that are favorable to the learning process in the classroom. In the second part of this study it is presented the qualitative empirical study, based on two groups from the first year of schooling in a private school. Data was collected through semi-directional interviews and subject to content analysis. The results show a close relationship between teachers 'and students' perspectives related to different types of (in)discipline behavior, such as adult disrespect, parallel conversations and inappropriate sitting. Among the differences, the teachers emphasize the behaviors that interfere in the quality of the pedagogical relation and in the exercise of its authority. The immaturity of the students and the absence of rules built in the family are the causes most mentioned by the teachers. For students, non-compliance with rules such as not waiting for the time to speak or speaking too loudly are the main types of (in)discipline behaviors. As causes for their occurrence, students point to lack of motivation for learning/school. Further studies may be developed and should include the extension of the analysis to another population, contexts and the search for new associations between types of behavior, causes and pedagogical approaches.
The present paper relates to the subject of (in)discipline in the classroom, a phenomenon that worries parents, teachers and other intervenients in the educational process. It causes important imbalances in the normal functioning of class groups and schools in general, compromising opportunities for learning and development. The purpose of this study was to understand the perspectives of teachers and their students from the 1st year of the 1st grade regarding what constitutes classroom (in)discipline. It was also studied the underlying causes that lead to its occurrence and which approaches can be used to prevent, extinguish and minimize its effects. In the first part of this paper, we present the theoretical references that addresses the complexity of the concepts and behaviors of (in)discipline, the associated factors and the references in the literature towards disciplinary environments that are favorable to the learning process in the classroom. In the second part of this study it is presented the qualitative empirical study, based on two groups from the first year of schooling in a private school. Data was collected through semi-directional interviews and subject to content analysis. The results show a close relationship between teachers 'and students' perspectives related to different types of (in)discipline behavior, such as adult disrespect, parallel conversations and inappropriate sitting. Among the differences, the teachers emphasize the behaviors that interfere in the quality of the pedagogical relation and in the exercise of its authority. The immaturity of the students and the absence of rules built in the family are the causes most mentioned by the teachers. For students, non-compliance with rules such as not waiting for the time to speak or speaking too loudly are the main types of (in)discipline behaviors. As causes for their occurrence, students point to lack of motivation for learning/school. Further studies may be developed and should include the extension of the analysis to another population, contexts and the search for new associations between types of behavior, causes and pedagogical approaches.
Description
Keywords
(in)disciplina na sala de aula; comportamentos disruptivos; professores do 1.º ciclo do ensino básico; promoção de disciplina classroom (in)discipline; disruptive behaviours; first grade teachers; discipline promotion.