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(In)disciplina na Sala de Aula - Perspetivas de Professores do 1º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
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| 1.14 MB | Adobe PDF |
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Abstract(s)
Com a crescente massificação das escolas, alterações económicas e sociais,
tem-se observado um aumento dos comportamentos indisciplinados (Estrela, 2002).
Os comportamentos de indisciplina têm um impacto negativo nos professores,
causando mal-estar, sentimento de frustração, incompetência e stress (Maria Teresa
Estrela em Caldeira, 2007; Carita e Fernandes, 1997; Picado, 2009) e também nos
alunos, na forma como se relacionam e como aprendem.
As questões de indisciplina na sala de aula não são recentes, mas com o
aumento destes comportamentos surgem, nos professores, dúvidas quanto às
estratégias mais adequadas a adoptar de forma a solucionar o problema não
comprometendo o sucesso escolar dos alunos que integram a turma. No sentido de
perceber de que forma chegamos às estratégias de prevenção e atuação em casos de
indisciplina surgiu o nosso problema de investigação: Quais as perspectivas de
professores sobre os comportamentos disruptivos e que estratégias deverão eleger
para os contrariarem?
Foi produzido um Estudo qualitativo, com os seguintes objetivos: compreender
a conceção dos professores, o que consideram ser indisciplina; compreender quais as
possíveis causas relacionadas com o fenómeno da indisciplina; compreender, na
perspectiva do professor, as medidas preventivas e de atuação mais adequadas;
conhecer as estratégias utilizadas pelos professores na prevenção/atuação da
indisciplina.
O estudo realizou-se numa instituição privada, na zona de Lisboa. Para
realizarmos os objetivos recorremos a entrevistas semidiretivas a professores titulares
de turma, reunindo os aspetos que nos interessavam.
With the increasing massification of schools, economic and social changes, there has been na increase in undisciplined behaviors (Estrela, 2002). Indiscipline behaviors have a negative impact on teachers, causing discomfort, frustration, incompetence and stress (Carita and Fernandes, 1997; Estrela in Caldeira, 2007; Picado, 2009) and also on students, in the way they interact and how they learn. The indiscipline issues in the classroom are not new, but with the increase of these behaviors, doubts arise in the teachers as to the most appropriate strategies to adopt, in order to solve the problem without compromising the academic success of the students who integrate the class. To understand how we can prevent and act in episodes of indiscipline, we can across our research problem: What are the perspectives of teachers about disruptive behaviors and what strategies should they take to counteract them? A qualitative study was carried out, with the following objectives: to understand the conception of teachers, which they consider to be indiscipline; to understand what are the possible causes related to the phenomenon of indiscipline; understand, from the teacher’s perspective, the most appropriate preventive and action measures; know the strategies used by teachers in the prevention/action of indiscipline. The study was carried out in a private institution, in the Lisbon area. In order to achieve the objectives, we used semi-directive interviews with professors in charge of the class, bringing together the aspects that interested us.
With the increasing massification of schools, economic and social changes, there has been na increase in undisciplined behaviors (Estrela, 2002). Indiscipline behaviors have a negative impact on teachers, causing discomfort, frustration, incompetence and stress (Carita and Fernandes, 1997; Estrela in Caldeira, 2007; Picado, 2009) and also on students, in the way they interact and how they learn. The indiscipline issues in the classroom are not new, but with the increase of these behaviors, doubts arise in the teachers as to the most appropriate strategies to adopt, in order to solve the problem without compromising the academic success of the students who integrate the class. To understand how we can prevent and act in episodes of indiscipline, we can across our research problem: What are the perspectives of teachers about disruptive behaviors and what strategies should they take to counteract them? A qualitative study was carried out, with the following objectives: to understand the conception of teachers, which they consider to be indiscipline; to understand what are the possible causes related to the phenomenon of indiscipline; understand, from the teacher’s perspective, the most appropriate preventive and action measures; know the strategies used by teachers in the prevention/action of indiscipline. The study was carried out in a private institution, in the Lisbon area. In order to achieve the objectives, we used semi-directive interviews with professors in charge of the class, bringing together the aspects that interested us.
Description
Keywords
(in)disciplina na sala de aula, comportamentos de indisciplina, causas da indisciplina, estratégias de atuação; estratégias de prevenção (in)discipline in the classroom, indiscipline behaviors, causes of indiscipline; performance strategies; prevention strategies