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Abstract(s)
Este relatório pretende refletir uma preocupação generalizada na sociedade, que
perpassa o contexto escolar, mas onde se manifesta e será objeto de reflexão, baseada na
própria experiência profissional: a indisciplina em contexto escolar e os seus contornos.
A temática da indisciplina escolar reveste-se de muita complexidade. Desde logo,
porque é mais do que um fator individual e uma mera questão comportamental isolada e
descontextualizada quando ocorre. É sim um fenómeno social e cultural, pois decorre de
uma multiplicidade de fatores intrínsecos e extrínsecos à escola, implicando sempre
uma redefinição de sentido, consoante a época e o contexto civilizacional.
O facto é que a indisciplina ou os comportamentos disruptivos têm efeitos
perversos tanto no próprio indivíduo, como no grupo, ou ainda no processo de ensinoaprendizagem.
Os docentes e as instituições educativas, devido às dinâmicas sociais e às
transformações que elas operam, confrontam-se com dificuldades em responder
adequada e eficazmente aos problemas criados, revertendo-se os efeitos negativos para a
saúde dos docentes.
O discurso prevalente da escola pública revela-se desajustado e contraditório, pois
o sistema assenta num modelo organizativo burocrático, quando se preconiza, nos
próprios documentos orientadores, uma abordagem democrática ou política em termos
organizativos.
This report intends to think over a common concern in society, which runs through the school context, but where it reveals itself and will be the subject of reflection, based on professional experience: indiscipline in a school context and its framework. The subject of school indiscipline is very complex. First, because it is more than an individual issue and a mere behavioral matter isolated and decontextualized when it occurs. Rather, it is a social and cultural phenomenon, as it results from a multiplicity of intrinsic and extrinsic factors to the school, always implying a redefinition of meaning, according to the time and the civilizational context. The fact is that indiscipline or disruptive behaviours have perverse effects on the individual as well as on the group or on the teaching-learning process. Teachers and educational institutions, due to the social dynamics and transformations that they produce, face difficulties in responding sufficiently and effectively to the problems created, reversing the negative effects on the health of teachers. The prevailing discourse of the public school is flawed and contradictory, because the system is based on a bureaucratic organizational model, when it is recommended, in the own documents, a democratic or political approach in organizational terms.
This report intends to think over a common concern in society, which runs through the school context, but where it reveals itself and will be the subject of reflection, based on professional experience: indiscipline in a school context and its framework. The subject of school indiscipline is very complex. First, because it is more than an individual issue and a mere behavioral matter isolated and decontextualized when it occurs. Rather, it is a social and cultural phenomenon, as it results from a multiplicity of intrinsic and extrinsic factors to the school, always implying a redefinition of meaning, according to the time and the civilizational context. The fact is that indiscipline or disruptive behaviours have perverse effects on the individual as well as on the group or on the teaching-learning process. Teachers and educational institutions, due to the social dynamics and transformations that they produce, face difficulties in responding sufficiently and effectively to the problems created, reversing the negative effects on the health of teachers. The prevailing discourse of the public school is flawed and contradictory, because the system is based on a bureaucratic organizational model, when it is recommended, in the own documents, a democratic or political approach in organizational terms.
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Keywords
Indisciplina Modelos organizacionais Professor