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Práticas de gestão de sala de aula : um estudo de caso no 3.º CEB com estudantes e docentes
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O presente estudo teve como objetivo identificar as práticas de gestão de sala de aula utilizadas por docentes, integrando a perspetiva de docentes e estudantes do 3.º Ciclo do Ensino Básico, interpretadas à luz de práticas baseadas em evidência, tal como preconizado no modelo School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Adotou-se uma metodologia de estudo de caso instrumental, com abordagem mista. Participaram 18 estudantes do 8.º e 9.º anos e 10 docentes destes estudantes, de uma escola pública. A recolha de dados incluiu entrevistas semiestruturadas aos estudantes, observações em sala de aula pela equipa de investigação, e um questionário aplicado aos docentes. Os resultados, consistentes entre as perspetivas de docentes e estudantes e as observações realizadas, indicam predominância de estratégias centradas na definição de regras e no controlo comportamental, coexistindo com práticas remediativas percecionadas como pouco eficazes a médio prazo. Em contraste, quando utilizadas, estratégias pedagógicas ativas e participativas associam-se a maior envolvimento dos estudantes, melhor comportamento e aprendizagens mais consistentes. Verificou-se uma utilização pouco sistemática de reforço positivo e sistemas de recompensa, bem como um envolvimento limitado dos estudantes na gestão de sala de aula. Conclui-se que práticas preventivas, consistentes e baseadas no reforço positivo, aliadas a metodologias pedagógicas ativas e à valorização da voz dos estudantes, contribuem para ambientes de aprendizagem mais eficazes e comportamentos mais positivos.
The present study aimed to identify classroom management practices used by teachers, integrating the perspectives of teachers and students from the 3rd Cycle of Basic Education, in light of evidence-based practices, as advocated by the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) model. An instrumental case study methodology was adopted, using a mixed-methods approach. Eighteen 8th and 9th grade students and 10 teachers from a public school participated in the study. Data collection included semi-structured interviews with students, classroom observations, and a questionnaire administered to teachers. The results, consistent across teachers´ and students´ perspectives and classroom observations, indicated a predominance of strategies focused on rule setting and behavioral control, coexisting with remedial practices perceived as ineffective in the medium term. In contrast, active and participatory pedagogical strategies are associated with higher student engagement, better behavior, and more consistent learning outcomes. There was limited systematic use of positive reinforcement and reward systems, as well as limited student involvement in classroom management. It is concluded that preventive, consistent practices based on positive reinforcement, combined with active teaching methodologies and the valuing of student voice, contribute to more positive and effective learning environments.
The present study aimed to identify classroom management practices used by teachers, integrating the perspectives of teachers and students from the 3rd Cycle of Basic Education, in light of evidence-based practices, as advocated by the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) model. An instrumental case study methodology was adopted, using a mixed-methods approach. Eighteen 8th and 9th grade students and 10 teachers from a public school participated in the study. Data collection included semi-structured interviews with students, classroom observations, and a questionnaire administered to teachers. The results, consistent across teachers´ and students´ perspectives and classroom observations, indicated a predominance of strategies focused on rule setting and behavioral control, coexisting with remedial practices perceived as ineffective in the medium term. In contrast, active and participatory pedagogical strategies are associated with higher student engagement, better behavior, and more consistent learning outcomes. There was limited systematic use of positive reinforcement and reward systems, as well as limited student involvement in classroom management. It is concluded that preventive, consistent practices based on positive reinforcement, combined with active teaching methodologies and the valuing of student voice, contribute to more positive and effective learning environments.
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Gestão de sala de aula Práticas baseadas em evidência SWPBIS Comportamento Envolvimento dos estudantes Classroom management Evidence-based practices Behavior Student engagement
Contexto Educativo
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