A indisciplina na sala de aula no primeiro ciclo no distrito de Bragança
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2018-11-22
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A indisciplina é uma realidade no nosso dia-a-dia e muito afeta a normalidade das escolas, prejudicando o processo de ensino/aprendizagem, a socialização dos alunos e o bem-estar dos professores. Os comportamentos desviantes generalizaram-se nas salas de aula, nas instituições escolares e na própria sociedade. Combater os comportamentos desviantes será um dos desafios que se coloca a toda a comunidade escolar - escola, professores, alunos, pais/encarregados de educação, políticos e sociedade em geral. O presente estudo visa caracterizar a perceção da indisciplina de diferentes intervenientes (diretores dos agrupamentos, coordenadores do departamento do primeiro ciclo e professores do primeiro ciclo) na sala de aula do 1.º ciclo, no distrito de Bragança. O interesse neste tema foi potenciado pela importância que a problemática da indisciplina tem assumido nas escolas do primeiro ciclo nos dias de hoje. Utilizou-se uma metodologia de cariz quantitativo, exploratório e descritivo. A recolha de dados foi efetuada através de três questionários desenvolvidos para o presente estudo e distribuídos a toda a população considerada (14 diretores dos agrupamentos, 14 coordenadores do departamento do primeiro ciclo e 386 professores do primeiro ciclo). Obtivemos um retorno que consideramos relevante, pois foram recolhidos dados em relação a: 13 diretores dos agrupamentos, 13 coordenadores do departamento do primeiro ciclo e 307 professores do primeiro ciclo. Os dados recolhidos foram todos validados, com exceção de 4 do grupo dos professores. Os resultados obtidos permitiram verificar que existe indisciplina no primeiro ciclo no distrito de Bragança, os rapazes são os mais indisciplinados, ocorre com maior frequência no período da tarde e está a aumentar. O conceito de indisciplina é caracterizado pela subjetividade, no entanto os comportamentos indisciplinados e com maior grau de gravidade são: a realização de atividades pelo aluno sem a permissão do professor; intervir inadequadamente fazendo comentários ou usar vocabulário impróprio, para interromper a aula e causar agitação na turma; desrespeitar os colega(s), o professor e assistentes operacionais; danificar material do professor ou da escola; fazer ameaças a colega(s), professor ou assistentes operacionais; agredir verbalmente e fisicamente os colega(s), professor e assistentes operacionais e sair da sala de aula a dizer palavrões ou aos pontapés às mesas e porta. A maioria da indisciplina provem, na opinião dos inquiridos, das causas inerentes aos alunos e do contexto familiar. As estratégias mencionadas nos questionários foram todas referidas pela maioria dos intervenientes como sendo estratégias de prevenção e de combate à indisciplina. Depois da análise descritiva dos dados realizou-se a consistência interna a quatro questões fundamentais (grau de gravidade dos comportamentos indisciplinados; as causas da indisciplina; os responsáveis pela indisciplina; e as estratégias para a prevenção da indisciplina). Por fim, realizamos ainda uma análise dos resultados nas escalas para os professores.
The indiscipline is a day by day´s reality and much affects the normality of the schools, impairing the teaching/learning process, the socialization of students and the well-being of the teachers. The deviant behaviors became widespread in the classrooms, in educational institutions and in society itself. Fighting against the deviant behaviors will be one the challenges that stays to all school community – school, teachers, students, parents/guardian, politicians and society in general. This study aim to characterize the perception of the indiscipline of different stakeholders (grouping´s directors, first cycle of coordinator´s department) in the classroom of the 1st cycle, in the district of Bragança. The interest in this subject was enhanced by the importance of the problematic that indiscipline has taken in first cycle schools in nowadays. The methodology employed was quantitative nature, exploratory and descriptive. The collect of data was performed through three questionnaires developed for this study and distributed to all considered population (14 grouping´s directors, 14 first cycle´s coordinators department and 386 first cycle´s teachers). We have got a relevant feedback, because they were collect data about: 13 grouping´s directors, 13 first cycle´s coordinators department and 307 first cycle´s teachers. The collected data were all validated, with the exception of 4 group of teachers. The results obtained allowed to verify that there is indiscipline in the district of Bragança´s first cycle, the boys are the most undisciplined, occurs more often in the afternoon and is increasing. The concept of indiscipline is characterized by subjectivity, however the undisciplined behaviors with greater degree of severity are: the activities achievement of the student without the teacher's permission; intervene inappropriately by making comments or using inappropriate vocabular, to interrupt class and cause class agitation; disrespect the colleague(s), the teacher and operational assistants; damage teacher or school material; make threats to colleague(s), teachers or operational assistants; verbally and physically assault the classmate (s), teacher and operational assistants and leave the classroom saying swear words or kicks to the tables and door. Most of the indiscipline comes from the causes inherent to the students and the family context. The strategies mentioned in the questionnaires were all mentioned by most of the participants as being strategies for prevention and to combat the indiscipline. After the descriptive analysis of the data the internal consistency was performed in four fundamental questions (degree of severity of undisciplined behavior, the causes of indiscipline; those responsible for indiscipline; and strategies for the prevention of indiscipline). Finally, we performed an analysis of the results on the scales for teachers.
The indiscipline is a day by day´s reality and much affects the normality of the schools, impairing the teaching/learning process, the socialization of students and the well-being of the teachers. The deviant behaviors became widespread in the classrooms, in educational institutions and in society itself. Fighting against the deviant behaviors will be one the challenges that stays to all school community – school, teachers, students, parents/guardian, politicians and society in general. This study aim to characterize the perception of the indiscipline of different stakeholders (grouping´s directors, first cycle of coordinator´s department) in the classroom of the 1st cycle, in the district of Bragança. The interest in this subject was enhanced by the importance of the problematic that indiscipline has taken in first cycle schools in nowadays. The methodology employed was quantitative nature, exploratory and descriptive. The collect of data was performed through three questionnaires developed for this study and distributed to all considered population (14 grouping´s directors, 14 first cycle´s coordinators department and 386 first cycle´s teachers). We have got a relevant feedback, because they were collect data about: 13 grouping´s directors, 13 first cycle´s coordinators department and 307 first cycle´s teachers. The collected data were all validated, with the exception of 4 group of teachers. The results obtained allowed to verify that there is indiscipline in the district of Bragança´s first cycle, the boys are the most undisciplined, occurs more often in the afternoon and is increasing. The concept of indiscipline is characterized by subjectivity, however the undisciplined behaviors with greater degree of severity are: the activities achievement of the student without the teacher's permission; intervene inappropriately by making comments or using inappropriate vocabular, to interrupt class and cause class agitation; disrespect the colleague(s), the teacher and operational assistants; damage teacher or school material; make threats to colleague(s), teachers or operational assistants; verbally and physically assault the classmate (s), teacher and operational assistants and leave the classroom saying swear words or kicks to the tables and door. Most of the indiscipline comes from the causes inherent to the students and the family context. The strategies mentioned in the questionnaires were all mentioned by most of the participants as being strategies for prevention and to combat the indiscipline. After the descriptive analysis of the data the internal consistency was performed in four fundamental questions (degree of severity of undisciplined behavior, the causes of indiscipline; those responsible for indiscipline; and strategies for the prevention of indiscipline). Finally, we performed an analysis of the results on the scales for teachers.
Descrição
Tese de Doutoramento em Ciências da Educação apresentada à Universidade de Trás-os-Montes e Alto Douro
Palavras-chave
indisciplina , disciplina , socialização , insucesso escolar , comportamentos desviantes , causas e prevenção da indisciplina