A influência da perceção dos conflitos no clima de escola: a perspetiva dos alunos
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2017
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Resumo
A temática do conflito é comum a todas as organizações, não sendo exceção a
organização educativa. Tendo em conta que a escola reflete a realidade social que se vive fora
dos seus limites, cada escola tem uma identidade própria, possuindo cada uma o seu próprio
clima de escola. O clima de escola permite distinguir as diferentes organizações escolares, uma
vez que esta intimamente relacionado com os valores, as crenças e as expectativas individuais
e coletivas. O presente estudo tem como objetivo principal analisar a influência da perceção e
da gestão de conflitos no clima de escola. Para isso, numa primeira parte efetuou-se uma revisão
da literatura sobre as temáticas da escola como organização, conflito escolar e clima de escola.
De seguida, prosseguiu-se com um estudo empírico, recorrendo a uma amostra de 263 alunos
do 2º e 3º ciclo do ensino básico e do ensino secundário de um agrupamento de escolas do
distrito de Viseu. Foram utilizados três instrumentos para a mensuração das variáveis em
estudo, designadamente, Questionário Sociodemográfico para avaliar dados sociodemográficos
dos alunos, Questionário sobre o Conflito Escolar, para avaliar a temática dos conflitos e da sua
gestão e o Questionário de Clima de Escola (CLES) para avaliar o clima de escola.
Com a elaboração deste estudo, constatamos que os alunos não percecionam os conflitos
e a gestão de conflitos da mesma forma na escola. Ao mesmo tempo constamos que um clima
de escola positivo está relacionado a uma maior perceção por parte dos alunos da forma como
os conflitos são geridos na escola. Os resultados indicam ainda que os alunos ao percecionarem
que a escola procura gerir os conflitos de uma forma que não seja unicamente punitiva, que os
procedimentos adotados pela escola são do conhecimento de todos, que a escola tem a
preocupação de proporcionar um ambiente seguro para alunos, professores e funcionários são
fatores que contribuem para a melhoria na forma como o clima de escola é percecionado. Por
outro lado, um clima de escola negativo está associado a uma maior perceção dos conflitos que
ocorrem na escola, uma vez que os alunos que mais percecionam situações de conflito
apresentam retenções no seu percurso escolar, ou seja, alunos que se apresentam desmotivados,
com dificuldades de aprendizagem, que não gostam da escola ou possuem interesses
divergentes dos escolares, apresentando comportamentos desadequados ou então dificuldades
em que se enquadrar no ambiente escolar. Por fim, são comentadas algumas das limitações com
que nos deparamos ao longo deste estudo, bem como oferecidas sugestões para futuras
investigações.
The issue of conflict is common to all organizations, with no exception to the educational organization. Taking into account that school reflects the social reality that lives outside its limits, each school has its own identity, each having its own school climate. The school climate allows you to distinguish different school organizations, since it is closely related to individual and collective values, beliefs and expectations. The present study has as main objective analyse the influence between the perception and the management of conflicts in the school climate. To do so, in the first part, a review of the literature on the school's themes such as organization, school conflict and school climate was carried out. Subsequently, an empirical study was carried out, using a sample of 263 students from the 2nd and 3rd cycle of basic education and secondary education in a school in the district of Viseu. Three instruments were used to measure the variables under study, namely a Sociodemographic Questionnaire to evaluate some socio-demographic data of students, a Questionnaire on School Conflict, to evaluate the conflict and its management and the School Climate Questionnaire (CLES) to assess the school climate. With the elaboration of this study, we found that students do not perceive conflicts and conflict management in the same way in the school, while at the same time we found that a positive school climate is related to a larger student awareness of how conflicts are managed at school. The results also indicate that students perceive that school seeks to manage conflicts in a way that is not only punitive, that the procedures adopted by the school are known to all, that the school is concerned to provide a safe environment for students, teachers and staff are factors that contribute to the improvement in the way the school climate is perceived. On the other hand, a negative school climate is associated with a greater perception of the conflicts that occur in school, since the students who perceive more situations of conflict have retentions in their school course, that is to say, students who are unmotivated, with difficulties of learning, who do not like school or have divergent interests from school, presenting inappropriate behaviours or difficulties to fit in the school environment. Finally, we discuss some of the limitations that we have faced throughout this study, and offer suggestions for future investigations.
The issue of conflict is common to all organizations, with no exception to the educational organization. Taking into account that school reflects the social reality that lives outside its limits, each school has its own identity, each having its own school climate. The school climate allows you to distinguish different school organizations, since it is closely related to individual and collective values, beliefs and expectations. The present study has as main objective analyse the influence between the perception and the management of conflicts in the school climate. To do so, in the first part, a review of the literature on the school's themes such as organization, school conflict and school climate was carried out. Subsequently, an empirical study was carried out, using a sample of 263 students from the 2nd and 3rd cycle of basic education and secondary education in a school in the district of Viseu. Three instruments were used to measure the variables under study, namely a Sociodemographic Questionnaire to evaluate some socio-demographic data of students, a Questionnaire on School Conflict, to evaluate the conflict and its management and the School Climate Questionnaire (CLES) to assess the school climate. With the elaboration of this study, we found that students do not perceive conflicts and conflict management in the same way in the school, while at the same time we found that a positive school climate is related to a larger student awareness of how conflicts are managed at school. The results also indicate that students perceive that school seeks to manage conflicts in a way that is not only punitive, that the procedures adopted by the school are known to all, that the school is concerned to provide a safe environment for students, teachers and staff are factors that contribute to the improvement in the way the school climate is perceived. On the other hand, a negative school climate is associated with a greater perception of the conflicts that occur in school, since the students who perceive more situations of conflict have retentions in their school course, that is to say, students who are unmotivated, with difficulties of learning, who do not like school or have divergent interests from school, presenting inappropriate behaviours or difficulties to fit in the school environment. Finally, we discuss some of the limitations that we have faced throughout this study, and offer suggestions for future investigations.
Descrição
Dissertação de Mestrado em Ciências da Educação, Especialização em Administração Educacional
Palavras-chave
Escola , Conflitos , Gestão de conflitos , Clima de escola