A carregar...
Publicação
Indisciplina e conflito em contexto escolar. Perspetivas de professores, técnicos superiores e assistentes operacionais
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.21 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A presente dissertação analisa a indisciplina e o conflito em contexto escolar, centrando-se nas perceções de professores, técnicos superiores e assistentes operacionais sobre estes fenómenos e as estratégias utilizadas na sua gestão. Partindo de um enquadramento teórico que integra conceitos como conflito, indisciplina, bullying, mediação de conflitos e competências socioemocionais, assume-se que os conflitos são inerentes ao contexto escolar e podem constituir oportunidades educativas quando adequadamente geridos. A investigação segue uma abordagem qualitativa, baseada na análise documental e em entrevistas semiestruturadas a profissionais de um agrupamento de escolas do Alto Alentejo. Os resultados evidenciam que a indisciplina se manifesta sobretudo através de comportamentos disruptivos e conflitos interpessoais, sendo atribuída a causas multifatoriais. As estratégias identificadas combinam medidas disciplinares formais com abordagens educativas, destacando-se a mediação, o diálogo e a relação de proximidade como elementos promotores de um clima escolar positivo.
This dissertation analyses indiscipline and conflict in the school context, focusing on the perceptions of teachers, senior technical staff, and operational assistants regarding these phenomena and the strategies used in their management. Based on a theoretical framework that integrates concepts such as conflict, indiscipline, bullying, conflict mediation, and socioemotional competencies, it is assumed that conflicts are inherent to the school context and can constitute educational opportunities when appropriately managed. The research follows a qualitative approach, based on document analysis and semi-structured interviews with professionals from a school cluster in the Alto Alentejo region. The results show that indiscipline is mainly expressed through disruptive behaviours and interpersonal conflicts, being attributed to multifactorial causes. The identified strategies combine formal disciplinary measures with educational approaches, highlighting mediation, dialogue, and close relationships as key elements in promoting a positive school climate.
This dissertation analyses indiscipline and conflict in the school context, focusing on the perceptions of teachers, senior technical staff, and operational assistants regarding these phenomena and the strategies used in their management. Based on a theoretical framework that integrates concepts such as conflict, indiscipline, bullying, conflict mediation, and socioemotional competencies, it is assumed that conflicts are inherent to the school context and can constitute educational opportunities when appropriately managed. The research follows a qualitative approach, based on document analysis and semi-structured interviews with professionals from a school cluster in the Alto Alentejo region. The results show that indiscipline is mainly expressed through disruptive behaviours and interpersonal conflicts, being attributed to multifactorial causes. The identified strategies combine formal disciplinary measures with educational approaches, highlighting mediation, dialogue, and close relationships as key elements in promoting a positive school climate.
Descrição
Palavras-chave
Indisciplina escolar Conflitos escolares Bullying Mediação de conflitos Comportamentos disruptivos na escola School indiscipline School conflicts Conflict mediation Disruptive behaviours at school