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Promoção de comportamentos positivos na escola : um estudo de caso
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Apesar da crescente valorização da promoção de comportamentos positivos nas escolas, a implementação sistemática de modelos baseados em evidência, como o Positive Behavioral Interventions and Supports (PBIS) continua a ser limitada em muitos contextos educativos. Este estudo qualitativo teve como objetivo analisar a aplicação de práticas alinhadas com o modelo PBIS num agrupamento de escolas português, procurando identificar fatores facilitadores, barreiras e efeitos percebidos associados à sua implementação. Adotou-se uma metodologia de estudo de caso. Através de entrevistas semiestruturadas, questionário e observação direta, foram recolhidas perspetivas de diferentes intervenientes educativos. A análise dos dados revelou uma presença consistente de práticas coerentes com os princípios do PBIS, como a definição clara de expectativas, o ensino de competências socioemocionais, o reforço positivo e a adoção de medidas restaurativas. No entanto, constatou-se uma apropriação conceptual limitada do modelo e uma implementação ainda pouco articulada com outras escolas ou redes externas. Os resultados reforçam a importância da formação contínua, da colaboração interdisciplinar e da monitorização baseada em dados para a consolidação deste tipo de abordagem em Portugal.
Despite the growing recognition of the importance of promoting positive behavior in schools, the systematic implementation of evidence-based frameworks, such as Positive Behavioral Interventions and Supports (PBIS) remains limited in many educational settings. This qualitative dissertation aimed to analyse the implementation of practices aligned with the PBIS model in a Portuguese school cluster, identifying facilitating factors, barriers, and perceived effects. Data were collected through semi-structured interviews, a questionnaire, and direct observation, involving various educational stakeholders. The analysis revealed consistent practices in line with PBIS principles, such as clear definition of behavioral expectations, teaching of social-emotional skills, positive reinforcement, and restorative strategies. However, a limited conceptual appropriation of the model was observed, along with weak articulation with external networks or other schools. The findings highlight the need for ongoing professional development, interdisciplinary collaboration, and data-driven decision-making to ensure the consolidation of this approach in the Portuguese educational context.
Despite the growing recognition of the importance of promoting positive behavior in schools, the systematic implementation of evidence-based frameworks, such as Positive Behavioral Interventions and Supports (PBIS) remains limited in many educational settings. This qualitative dissertation aimed to analyse the implementation of practices aligned with the PBIS model in a Portuguese school cluster, identifying facilitating factors, barriers, and perceived effects. Data were collected through semi-structured interviews, a questionnaire, and direct observation, involving various educational stakeholders. The analysis revealed consistent practices in line with PBIS principles, such as clear definition of behavioral expectations, teaching of social-emotional skills, positive reinforcement, and restorative strategies. However, a limited conceptual appropriation of the model was observed, along with weak articulation with external networks or other schools. The findings highlight the need for ongoing professional development, interdisciplinary collaboration, and data-driven decision-making to ensure the consolidation of this approach in the Portuguese educational context.
Descrição
Palavras-chave
Comportamentos positivos PBIS Escola Prevenção Implementação sistemática Positive behavior School Prevention Systematic implementation
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC