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Indisciplina na sala de aula do 1º Ciclo
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O presente Relatório Final de Mestrado, intitulado Indisciplina na sala de aula do 1.º Ciclo
— Um estudo exploratório qualitativo com um grupo de professores de um Agrupamento
de Escolas do Concelho de Loures, centra-se na análise do fenómeno da indisciplina
escolar no 1.º Ciclo do Ensino Básico, procurando compreender as suas causas,
manifestações e as estratégias de gestão adotadas pelos docentes. O estudo emergiu da
experiência direta da investigadora durante o estágio pedagógico, onde se constatou a
influência dos comportamentos indisciplinados no clima de sala de aula e na qualidade
do processo de ensino-aprendizagem.
Com base numa abordagem qualitativa, de natureza descritiva e interpretativa, a
investigação recorreu à realização de entrevistas semiestruturadas a quinze professores de
um agrupamento de escolas do concelho de Loures. A análise dos dados foi conduzida
segundo a metodologia de análise temática proposta por Braun e Clarke (2006),
permitindo identificar temas e subtemas relacionados com as perceções dos docentes
sobre a indisciplina, as suas causas e as estratégias de intervenção mais utilizadas.
Os resultados evidenciam que a indisciplina é percecionada pelos professores como um
fenómeno multifatorial e relacional, influenciado por dimensões pessoais, familiares,
escolares e socioculturais. A gestão eficaz da sala de aula depende, sobretudo, da
qualidade da relação pedagógica, da empatia e da consistência das regras. As práticas
docentes mais eficazes baseiam-se em estratégias preventivas, participativas e
cooperativas, em consonância com os princípios da Disciplina Positiva de Jane Nelsen,
que valoriza a empatia, o respeito mútuo e a corresponsabilidade.
Este trabalho reforça a importância da formação contínua dos professores nas áreas da
educação socio emocional, da mediação de conflitos e da gestão relacional, evidenciando
que a indisciplina, mais do que um obstáculo, pode constituir uma oportunidade de
crescimento e de aprendizagem ética e emocional — tanto para os alunos como para os
docentes.
This Master's Final Report, entitled Indiscipline in the 1st Cycle Classroom — An Exploratory Qualitative Study with a Group of Teachers from a School Cluster in the Municipality of Loures, focuses on the analysis of the phenomenon of school indiscipline in the 1st Cycle of Basic Education, seeking to understand its causes, manifestations, and the classroom management strategies adopted by teachers. The study emerged from the researcher’s direct experience during her teaching practicum, where the influence of disruptive behaviours on the classroom climate and the quality of the teaching-learning process was observed. Based on a qualitative approach, of a descriptive and interpretative nature, the research involved conducting semi-structured interviews with fifteen teachers from a school cluster in the municipality of Loures. Data analysis was carried out according to the thematic analysis methodology proposed by Braun and Clarke (2006), allowing for the identification of themes and subthemes related to teachers’ perceptions of indiscipline, its causes, and the most frequently used intervention strategies. The results show that indiscipline is perceived by teachers as a multifactorial and relational phenomenon, influenced by personal, family, school, and sociocultural dimensions. Effective classroom management depends mainly on the quality of the pedagogical relationship, empathy, and consistency in rule enforcement. The most effective teaching practices are based on preventive, participatory, and cooperative strategies, in line with the principles of Jane Nelsen’s Positive Discipline, which values empathy, mutual respect, and shared responsibility. This study highlights the importance of teachers’ continuous professional development in areas such as socio-emotional education, conflict mediation, and relational management, showing that indiscipline, rather than being an obstacle, can represent an opportunity for ethical and emotional growth and learning — both for students and teachers.
This Master's Final Report, entitled Indiscipline in the 1st Cycle Classroom — An Exploratory Qualitative Study with a Group of Teachers from a School Cluster in the Municipality of Loures, focuses on the analysis of the phenomenon of school indiscipline in the 1st Cycle of Basic Education, seeking to understand its causes, manifestations, and the classroom management strategies adopted by teachers. The study emerged from the researcher’s direct experience during her teaching practicum, where the influence of disruptive behaviours on the classroom climate and the quality of the teaching-learning process was observed. Based on a qualitative approach, of a descriptive and interpretative nature, the research involved conducting semi-structured interviews with fifteen teachers from a school cluster in the municipality of Loures. Data analysis was carried out according to the thematic analysis methodology proposed by Braun and Clarke (2006), allowing for the identification of themes and subthemes related to teachers’ perceptions of indiscipline, its causes, and the most frequently used intervention strategies. The results show that indiscipline is perceived by teachers as a multifactorial and relational phenomenon, influenced by personal, family, school, and sociocultural dimensions. Effective classroom management depends mainly on the quality of the pedagogical relationship, empathy, and consistency in rule enforcement. The most effective teaching practices are based on preventive, participatory, and cooperative strategies, in line with the principles of Jane Nelsen’s Positive Discipline, which values empathy, mutual respect, and shared responsibility. This study highlights the importance of teachers’ continuous professional development in areas such as socio-emotional education, conflict mediation, and relational management, showing that indiscipline, rather than being an obstacle, can represent an opportunity for ethical and emotional growth and learning — both for students and teachers.