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Abstract(s)
Pretendemos neste estudo, clarificar e situar o conceito de indisciplina com vista a refletir sobre as causas que lhe estão subjacentes.Foi realizada uma revisão bibliográfica mais oportuna, no sentido de fazer um enquadramento teórico do tema, que incidiu em três assuntos fundamentais: a indisciplina; a comunicação; e as estratégias de ensino-aprendizagem.Na indisciplina centramo-nos na análise concetual, análiseevolutiva da indisciplina, interação e gestão da sala de aula, relação pedagógica e clima de escola, e finalmente a gestão de conflitos em contexto educativo.No tratamento do tema-comunicação, o centro de reflexão consistiu na análise dos paradigmas comunicacionais, competências comunicativas, modelos e fundamentos da comunicação dialógica, referenciais de comunicação, áreas, elementos, dimensões e barreiras de comunicação.No tocante aos métodos e estratégias de ensino, estudamos a pedagogia da relação, estratégias e programas de aprendizagem, passando pelo professor enquanto estratega de inovação e mudança, terminando na escola que quer aprender.Na parte II, de acordo com os objetivos deste estudo, tomamos a opção por uma metodologia de pesquisa de caráter qualitativo e de natureza interpretativa, formulando uma questão: os alunos consideram existir relação entre ocorrências disciplinares em sala de aula e a prática educativa docente?Efetuamos este estudo, numa escola TEIP, na área geográfica das Terras do Baixo Tâmega, constituído por duas fases: primeira realizada no ano letivo 2017/18, aplicando o questionário “termómetro da violência”(Ednir, 2007)a (n=247) alunos, do 2º e 3º ciclos, procurando inferir as formas de violência identificadas e/ou percebidas.
ivNo ano letivo 2018/19 foram realizadas (n=24) entrevistas a alunos que tinham duas ou mais participações disciplinares e (n=25) a alunos que obtiveram nível cinco na avaliação, procurando inferir sobre o grau de gravidade dos comportamentos disruptivos, o clima de sala de aula, as estratégias de ensino utilizadas e sua implicação nos referidos comportamentos.Foram utlizados como técnicas e instrumentos de recolha de dados: o questionário; análise documental; observação; entrevistas semiestruturadas.Inferimos que, existe uma relação de causalidade entre as práticas pedagógicas utilizadas e os comportamentos indisciplinados dos alunos, havendo uma implicação nestes, concluindo-se que quanto menos interativas forem as práticas pedagógicas menos motivados estão os alunos, e consequentemente, mais possibilidade existe de haver comportamentos disruptivos.
In this study, we aim to clarify and establish the concept of misbehaviour in order to reflect on the underlying causes.A more appropriate literature review was done in order to create a theoretical framework of the theme, focusing on three fundamental issues: misbehaviour; communication; and teaching-learning strategies.Regarding misbehaviour, we focus on conceptual analysis, evolutionary analysis of misbehaviour, interaction and classroom management, the pedagogical relation and school climate, and finally conflict management in an educational context.In relation to communication, the centre of reflection consisted in the analysis of communicational paradigms, communicative skills, models and foundations of dialogic communication, communication references, and communication areas, elements, barriers and dimensions.With regard to teaching methods and strategies, we studied the pedagogical relationship, strategies and learning programmes, in addition to studying the teacher as a strategy of innovation and change, ending with the school that wants to learn.In part II, and in accordance with this study's objectives, we chose a qualitative and interpretative research methodology, formulating a question: do students consider that there is a relationship between disciplinary occurrences in the classroom and the educational practice?This study was carried out in a TEIP (Educational Territories of Priority Intervention) school, in the geographical area of Terras do Baixo Tâmega, and consisted of two phases: the first carried out in the 2017/18 school year, applying the violence “thermometer” to (n = 247) students from year 5 to year 9, seeking to ascertain the forms of violence identified and/or perceived. viIn the 2018/19 school year, (n = 24) interviews were done with students who had two or more disciplinary actions and (n = 25) with students who obtained level five in the assessment, seeking to ascertain the severity of disruptive behaviours, the classroom atmosphere, the teaching strategies used and their implication in the referred to behaviours.The following instruments were used to collect data: questionnaires; document analysis; observations; semi-structured interviews.We ascertained that there is a causal relationship between the pedagogical practices used and the misbehaviour of the students, a correlation between them, concluding that the less interactive the pedagogical practices are, the less motivated the students are, and consequently, the more possibility there is of having disruptive behaviours.
In this study, we aim to clarify and establish the concept of misbehaviour in order to reflect on the underlying causes.A more appropriate literature review was done in order to create a theoretical framework of the theme, focusing on three fundamental issues: misbehaviour; communication; and teaching-learning strategies.Regarding misbehaviour, we focus on conceptual analysis, evolutionary analysis of misbehaviour, interaction and classroom management, the pedagogical relation and school climate, and finally conflict management in an educational context.In relation to communication, the centre of reflection consisted in the analysis of communicational paradigms, communicative skills, models and foundations of dialogic communication, communication references, and communication areas, elements, barriers and dimensions.With regard to teaching methods and strategies, we studied the pedagogical relationship, strategies and learning programmes, in addition to studying the teacher as a strategy of innovation and change, ending with the school that wants to learn.In part II, and in accordance with this study's objectives, we chose a qualitative and interpretative research methodology, formulating a question: do students consider that there is a relationship between disciplinary occurrences in the classroom and the educational practice?This study was carried out in a TEIP (Educational Territories of Priority Intervention) school, in the geographical area of Terras do Baixo Tâmega, and consisted of two phases: the first carried out in the 2017/18 school year, applying the violence “thermometer” to (n = 247) students from year 5 to year 9, seeking to ascertain the forms of violence identified and/or perceived. viIn the 2018/19 school year, (n = 24) interviews were done with students who had two or more disciplinary actions and (n = 25) with students who obtained level five in the assessment, seeking to ascertain the severity of disruptive behaviours, the classroom atmosphere, the teaching strategies used and their implication in the referred to behaviours.The following instruments were used to collect data: questionnaires; document analysis; observations; semi-structured interviews.We ascertained that there is a causal relationship between the pedagogical practices used and the misbehaviour of the students, a correlation between them, concluding that the less interactive the pedagogical practices are, the less motivated the students are, and consequently, the more possibility there is of having disruptive behaviours.
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Keywords
Indisciplina Comunicação Relações interpessoais Metodologias interativas Clima de escola Misbehaviour Communication Interpersonal relationships Interactive methodologies School climate