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Abstract(s)
Este estudo tem como objeto descrever e compreender o sentido da evolução
normativa do estatuto dos alunos nos últimos 10 anos (2005-2015), efetuar um
balanço das práticas de procedimento disciplinar aplicadas no Agrupamento Ethos
desde 2005, analisando-se as sanções disciplinares mais aplicadas e os deveres mais
frequentemente desrespeitados, com o objetivo de interpretar e avaliar o efeito das
sanções disciplinares no aluno no que são atualmente enquanto pessoa. Este estudo
integra ainda um registo dos docentes que mais frequentemente redigem
participações disciplinares, no sentido de se percecionar a sua leitura face à
participação por si registada e à pertinência da sanção aplicada. Este é um estudo
tipo caso, tendencialmente qualitativo. A análise é aferida com a realização de cinco
focus group: grupos de atuais alunos e ex-alunos que foram objeto de procedimento
disciplinar, de pais de atuais alunos do Agrupamento e pais de alunos que
frequentaram o Agrupamento e de professores cujas participações disciplinares, por
si elaboradas, deram origem a processos disciplinares. As opiniões dividem-se.
Alguns dos elementos entrevistados partilham a ideia de que a suspensão e o envio
para casa pouco ou nada beneficia a alteração comportamental e outros manifestam
que a sanção atribuída foi de encontro ao esperado tendo o aluno aprendido algo
com a sua aplicação. Esta representação, de uma forma geral, responde à questão
do tema da dissertação, assumindo assim o Estatuto do Aluno um formato de código
tendencialmente educativo.
This study attempts to describe and understand the way in which the Students’ Regulation has integrated legislative developments in the past 10 years (2005-2015) and take stock of how the disciplinary procedures at the Ethos School Cluster since 2005 have been implemented by analysing the most frequently imposed forms of disciplinary action and the rules most commonly breached. The aim is to analyse and evaluate the impact of the punishments inflicted on pupils in terms of their personality now. The paper includes a list of those teachers who most frequently write disciplinary reports with the idea of reconciling the facts of the behaviours recorded with the interpretation given in the reports and the appropriateness of the sanctions imposed. The study is based on case studies evaluated qualitatively. The analysis is achieved by the creation of five focus groups: groups of current and former pupils who have been the subject of disciplinary proceedings and their parents and the teachers whose disciplinary reports gave rise to the disciplinary procedures. Opinions were divided. Some interviewees maintained that suspension and spending some days at home did little or nothing to promote learning, whereas others noted that the punishments received were in line with what they had expected and that they had learned something as a consequence of the punishments received. This representation responds in a general way to the question posed in the dissertation, the Estatuto do Aluno thus assuming the garb of a code primarily educative in nature.
This study attempts to describe and understand the way in which the Students’ Regulation has integrated legislative developments in the past 10 years (2005-2015) and take stock of how the disciplinary procedures at the Ethos School Cluster since 2005 have been implemented by analysing the most frequently imposed forms of disciplinary action and the rules most commonly breached. The aim is to analyse and evaluate the impact of the punishments inflicted on pupils in terms of their personality now. The paper includes a list of those teachers who most frequently write disciplinary reports with the idea of reconciling the facts of the behaviours recorded with the interpretation given in the reports and the appropriateness of the sanctions imposed. The study is based on case studies evaluated qualitatively. The analysis is achieved by the creation of five focus groups: groups of current and former pupils who have been the subject of disciplinary proceedings and their parents and the teachers whose disciplinary reports gave rise to the disciplinary procedures. Opinions were divided. Some interviewees maintained that suspension and spending some days at home did little or nothing to promote learning, whereas others noted that the punishments received were in line with what they had expected and that they had learned something as a consequence of the punishments received. This representation responds in a general way to the question posed in the dissertation, the Estatuto do Aluno thus assuming the garb of a code primarily educative in nature.
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Keywords
Estatuto do aluno Impacto disciplinar Sanção Educativo Students’ regulation Disciplinary impact Sanction Educative