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O clima em sala de aula: perceções dos alunos, dos seus pais e da professora
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Abstract(s)
O presente relatório foi pensado e elaborado no âmbito da prática de ensino
supervisionada do Mestrado de Qualificação para a Docência em Educação Pré-Escolar
e Ensino do 1.º Ciclo do Ensino Básico numa turma de 3.º ano de escolaridade que, no
decorrer do estudo, acabou por transitar para o 4.º ano de escolaridade. Esta prática em
sala de aula permitiu observar e posteriormente explorar as perceções da professora, dos
encarregados de educação e dos alunos sobre o clima em sala de aula. Abordam-se as
interações, dinâmicas e estratégias adotadas em contexto escolar que, por sua vez, podem
influenciar o clima que se vive em sala de aula. Esta investigação é um estudo de caso
numa sala de aula, em particular, que pretende compreender e comparar as perceções dos
alunos, dos encarregados de educação e da professora titular de turma relativamente ao clima. É também um estudo exploratório, visto que pouca informação existe sobre a
temática em estudo. Foram utilizados diversos instrumentos de recolha de dados – a
observação, o Diário de Bordo (DB), as conversas informais, uma entrevista direcionada
à professora e um questionário aplicado aos alunos e aos pais. Para analisar os dados
obtidos recorremos ao resumo de respostas que é apresentado na plataforma onde foram
realizados os questionários – o Google Forms. As respostas abertas presentes nos
questionários e na entrevista realizada à professora titular foram analisadas recorrendo a
uma análise de conteúdo. Esta etapa foi dividida em duas fases: a primeira fase que visou
organizar toda a informação recolhida e a segunda fase caracterizou-se pela análise, e
comparação das respostas dos participantes. Os resultados obtidos evidenciam uma
perceção, de forma geral, muito positiva da professora, dos pais e dos alunos
relativamente ao clima que se vive em sala de aula. Em particular, identificaram-se as
seguintes estratégias promotoras de um clima positivo: o estabelecimento de regras claras,o respeito mútuo, a comunicação, a organização e a flexibilidade, sendo a perceção da
professora que todas elas contribuem para que o ambiente que se vive em sala de aula
seja positivo. Tanto os alunos como os pais expressam uma visão maioritariamente
unânime sobre o clima que se vive em sala de aula, descrevendo-o como positivo e
estimulante para a aprendizagem.
The present report was conceived and developed within the scope of supervised teaching practice of the Master's Degree in Qualification for Teaching in Preschool Education and Teaching in the 1st Cycle of Basic Education in a 3rd-grade class that, during the study, ended up transitioning to the 4th grade. This classroom practice allowed for the observation and subsequent exploration of the perceptions of the teacher, parents, and students regarding the classroom climate. It addresses the interactions, dynamics, and strategies adopted in the school context that, in turn, can influence the classroom climate. This investigation is a case study in a particular classroom that aims to understand and compare the perceptions of students, parents, and the classroom teacher regarding the climate. It is also an exploratory study, given that little information exists on the topic under study. Various data collection instruments were used – observation, the Logbook (DB), informal conversations, an interview directed at the teacher, and a questionnaire applied to students and parents. To analyze the data obtained, we relied on the summary of responses presented on the platform where the questionnaires were conducted – Google Forms. The open-ended responses present in the questionnaires and in the interview conducted with the classroom teacher were analyzed using content analysis. This stage was divided into two phases: the first phase aimed to organize all the collected information, and the second phase was characterized by the analysis and comparison of the participants' responses. The results obtained show a generally very positive perception from the teacher, parents, and students regarding the classroom climate. In particular, the following strategies promoting a positive climate were identified: establishing clear rules, mutual respect, communication, organization, and flexibility, with the teacher's perception being that all of them contribute to creating a positive classroom environment. Both students and parents express a mostly unanimous view of the classroom climate, describing it as positive and stimulating for learning.
The present report was conceived and developed within the scope of supervised teaching practice of the Master's Degree in Qualification for Teaching in Preschool Education and Teaching in the 1st Cycle of Basic Education in a 3rd-grade class that, during the study, ended up transitioning to the 4th grade. This classroom practice allowed for the observation and subsequent exploration of the perceptions of the teacher, parents, and students regarding the classroom climate. It addresses the interactions, dynamics, and strategies adopted in the school context that, in turn, can influence the classroom climate. This investigation is a case study in a particular classroom that aims to understand and compare the perceptions of students, parents, and the classroom teacher regarding the climate. It is also an exploratory study, given that little information exists on the topic under study. Various data collection instruments were used – observation, the Logbook (DB), informal conversations, an interview directed at the teacher, and a questionnaire applied to students and parents. To analyze the data obtained, we relied on the summary of responses presented on the platform where the questionnaires were conducted – Google Forms. The open-ended responses present in the questionnaires and in the interview conducted with the classroom teacher were analyzed using content analysis. This stage was divided into two phases: the first phase aimed to organize all the collected information, and the second phase was characterized by the analysis and comparison of the participants' responses. The results obtained show a generally very positive perception from the teacher, parents, and students regarding the classroom climate. In particular, the following strategies promoting a positive climate were identified: establishing clear rules, mutual respect, communication, organization, and flexibility, with the teacher's perception being that all of them contribute to creating a positive classroom environment. Both students and parents express a mostly unanimous view of the classroom climate, describing it as positive and stimulating for learning.
Description
Keywords
O clima em sala de aula; o papel do professor; relações interpessoais; perceções sobre o clima; 1.º Ciclo do Ensino Básico Classroom climate; teacher role; interpersonnal relations; perceptions of climate; primary school