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Escola Protetora ou Escola Desviante?
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Escola Protetora ou Escola Desviante? | 1.72 MB | Adobe PDF |
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Abstract(s)
O presente estudo analisa a perspectiva dos professores em relação à escola e à postura
dos seu alunos de uma forma geral, com o objectivo de se explorar, de uma forma indirecta, a
relação professor-aluno e a forma como esta pode ser determinante ao longo do desenvolvimento
biopsicossocial das crianças e jovens. Com o desenvolvimento do estudo foi possível entender que
o factor mais importante em qualquer contexto é sempre, primeiramente, o bem-estar de cada
indivíduo, o que não é diferente para as crianças e jovens em contexto educativo. No contexto
deste estudo, sendo este de metodologia qualitativa, procedeu-se à aplicação de entrevistas junto
de uma amostra de professores. Com as actividades de investigação foi possível perceber, através
dos resultados obtidos com as entrevistas aplicadas, que esse bem-estar é de facto valorizado,
também pelos próprios professores, e que, no entanto, não é uma condição garantida, nem para os
alunos, nem para os próprios professores.
The present study analyzes the perspective of teachers in relation to the school and the attitude of their students in general, with the aim of exploring, indirectly, the teacher-student relationship and the way in which this can be decisive throughout the biopsychosocial development of children and young people. With the development of the study, it was possible to understand that the most important factor in any context is always, first, the well-being of each individual, which is no different for children and young people in an educational context. In the context of this study, which has a qualitative methodology, interviews were carried out with a sample of teachers. With the research activities it was possible to perceive, through the results obtained with the applied interviews, that this well-being is in fact valued, also by the teachers themselves, and that, however, it is not a guaranteed condition, not even for the students, nor for the teachers themselves.
The present study analyzes the perspective of teachers in relation to the school and the attitude of their students in general, with the aim of exploring, indirectly, the teacher-student relationship and the way in which this can be decisive throughout the biopsychosocial development of children and young people. With the development of the study, it was possible to understand that the most important factor in any context is always, first, the well-being of each individual, which is no different for children and young people in an educational context. In the context of this study, which has a qualitative methodology, interviews were carried out with a sample of teachers. With the research activities it was possible to perceive, through the results obtained with the applied interviews, that this well-being is in fact valued, also by the teachers themselves, and that, however, it is not a guaranteed condition, not even for the students, nor for the teachers themselves.
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Keywords
Política de Educação Escola Escola Protetor Comportamento Desviante