A indisciplina e suas representações no cotidiano escolar
Autor(a) principal: | |
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Data de Publicação: | 2005 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/30150 http://doi.org/10.14393/ufu.di.2005.62 |
Resumo: | The present work aims to investigate, to apprehend and to analyze which the representations of second grade basic education teachers concerning school indiscipline and its implications in school pedagogical practice, and in special, in classroom practice. It also aims to identify the types of intervention adopted by collaborating teachers, as well as by the school, in regard to students’ indiscipline actions. The theoretical base is Social Representations Theory of Moscovici. Through Uberlândia public school second grade groups direct observation, carried through in the fírst semester of 2004, document analysis with registers of school indiscipline occurrences, in the 2003 and 2004, and interviews carried through with the female teachers, the supervisor, the vice-director and director, we verify different forms of indiscipline representation at school environment. The indiscipline, in the context of the investigated school, is represented, mainly, as something tied up with the figure of the student and its familiar education. Others forms of indiscipline representation had been observed: teacher methodological position, lack of school pedagogical support, lack of government support and the presence of a social context that influences child’s behaviors. We observe that the types of intervention adopted by the teachers concerning school context follow two types of action. First, we fmd threats and attitudes such as: verbal rebuke; to leave the student without recreation or sent out of the room, sent to the supervisor. On the other hand, the school adopts an intervention with the helps of the student family. Facing this picture of representations, the search for a formative space that promotes reflexive criticism in the school environment becomes necessary. |
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A indisciplina e suas representações no cotidiano escolarIndiscipline and its representations in school daily lifeIndisciplina escolarRepresentação socialPrática pedagógicaSchool indisciplineSocial representationPedagogical practiceCNPQ::CIENCIAS HUMANAS::EDUCACAODisciplina escolarThe present work aims to investigate, to apprehend and to analyze which the representations of second grade basic education teachers concerning school indiscipline and its implications in school pedagogical practice, and in special, in classroom practice. It also aims to identify the types of intervention adopted by collaborating teachers, as well as by the school, in regard to students’ indiscipline actions. The theoretical base is Social Representations Theory of Moscovici. Through Uberlândia public school second grade groups direct observation, carried through in the fírst semester of 2004, document analysis with registers of school indiscipline occurrences, in the 2003 and 2004, and interviews carried through with the female teachers, the supervisor, the vice-director and director, we verify different forms of indiscipline representation at school environment. The indiscipline, in the context of the investigated school, is represented, mainly, as something tied up with the figure of the student and its familiar education. Others forms of indiscipline representation had been observed: teacher methodological position, lack of school pedagogical support, lack of government support and the presence of a social context that influences child’s behaviors. We observe that the types of intervention adopted by the teachers concerning school context follow two types of action. First, we fmd threats and attitudes such as: verbal rebuke; to leave the student without recreation or sent out of the room, sent to the supervisor. On the other hand, the school adopts an intervention with the helps of the student family. Facing this picture of representations, the search for a formative space that promotes reflexive criticism in the school environment becomes necessary.Dissertação (Mestrado)O presente trabalho tem por objetivo investigar, apreender e analisar quais as representações das professoras de 2a série do ensino fundamental acerca da indisciplina escolar e suas implicações na prática pedagógica da escola, e, em especial, para as práticas da sala de aula. Busca também identificar os tipos de intervenção adotados pelas professoras colaboradoras, bem como pela escola, frente às ações indisciplinadas dos alunos. Utilizamos como embasamento teórico a Teoria das Representações Sociais de Moscovici. Por meio da observação direta de turmas de 2a série de uma escola pública de Uberlândia, realizada no primeiro semestre de 2004, da análise de um documento no qual constavam os registros das ocorrências disciplinares da escola, no período de 2003 e 2004, e das entrevistas realizadas com as professoras, a supervisora, a vice-diretora e diretora, verificamos diferentes formas de representação sobre a indisciplina presentes no ambiente escolar. A indisciplina, no contexto da escola investigada, é representada, principalmente, como algo vinculado à figura do aluno e a sua educação familiar. Outras formas de representação de indisciplina foram observadas: vinculadas à postura metodológica do professor, à falta de apoio pedagógico da própria instituição escolar, à falta de apoio do governo e da presença de um contexto social que influencia os comportamentos infantis. Constatamos que os tipos de intervenção adotados pelas professoras, neste contexto escolar, compreendem dois tipos de ação. Por um lado, encontramos ameaças e atitudes como: repreensão oral; deixar o aluno sem recreio ou colocá-lo para fora da sala, encaminhamento do discente para a supervisora. Por outro lado, a escola adota uma intervenção buscando uma parceria com a família do aluno. Diante deste quadro de representações, faz-se necessária a busca por um espaço formativo que promova a criticidade reflexiva no ambiente escolar.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoCicillini, Graça Aparecidahttp://lattes.cnpq.br/2108314457214367Guimarães, Áurea MariaCunha, Myrtes Dias daPaula, Gisângela Faria de2020-10-20T23:04:10Z2020-10-20T23:04:10Z2005info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfPAULA, Gisângela Faria de. A indisciplina e suas representações no cotidiano escolar. 2005. 167 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2005.62https://repositorio.ufu.br/handle/123456789/30150http://doi.org/10.14393/ufu.di.2005.62porhttp://creativecommons.org/licenses/by-nc-nd/3.0/us/info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2020-10-21T06:19:14Zoai:repositorio.ufu.br:123456789/30150Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2020-10-21T06:19:14Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
A indisciplina e suas representações no cotidiano escolar Indiscipline and its representations in school daily life |
title |
A indisciplina e suas representações no cotidiano escolar |
spellingShingle |
A indisciplina e suas representações no cotidiano escolar Paula, Gisângela Faria de Indisciplina escolar Representação social Prática pedagógica School indiscipline Social representation Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO Disciplina escolar |
title_short |
A indisciplina e suas representações no cotidiano escolar |
title_full |
A indisciplina e suas representações no cotidiano escolar |
title_fullStr |
A indisciplina e suas representações no cotidiano escolar |
title_full_unstemmed |
A indisciplina e suas representações no cotidiano escolar |
title_sort |
A indisciplina e suas representações no cotidiano escolar |
author |
Paula, Gisângela Faria de |
author_facet |
Paula, Gisângela Faria de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Cicillini, Graça Aparecida http://lattes.cnpq.br/2108314457214367 Guimarães, Áurea Maria Cunha, Myrtes Dias da |
dc.contributor.author.fl_str_mv |
Paula, Gisângela Faria de |
dc.subject.por.fl_str_mv |
Indisciplina escolar Representação social Prática pedagógica School indiscipline Social representation Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO Disciplina escolar |
topic |
Indisciplina escolar Representação social Prática pedagógica School indiscipline Social representation Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO Disciplina escolar |
description |
The present work aims to investigate, to apprehend and to analyze which the representations of second grade basic education teachers concerning school indiscipline and its implications in school pedagogical practice, and in special, in classroom practice. It also aims to identify the types of intervention adopted by collaborating teachers, as well as by the school, in regard to students’ indiscipline actions. The theoretical base is Social Representations Theory of Moscovici. Through Uberlândia public school second grade groups direct observation, carried through in the fírst semester of 2004, document analysis with registers of school indiscipline occurrences, in the 2003 and 2004, and interviews carried through with the female teachers, the supervisor, the vice-director and director, we verify different forms of indiscipline representation at school environment. The indiscipline, in the context of the investigated school, is represented, mainly, as something tied up with the figure of the student and its familiar education. Others forms of indiscipline representation had been observed: teacher methodological position, lack of school pedagogical support, lack of government support and the presence of a social context that influences child’s behaviors. We observe that the types of intervention adopted by the teachers concerning school context follow two types of action. First, we fmd threats and attitudes such as: verbal rebuke; to leave the student without recreation or sent out of the room, sent to the supervisor. On the other hand, the school adopts an intervention with the helps of the student family. Facing this picture of representations, the search for a formative space that promotes reflexive criticism in the school environment becomes necessary. |
publishDate |
2005 |
dc.date.none.fl_str_mv |
2005 2020-10-20T23:04:10Z 2020-10-20T23:04:10Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
PAULA, Gisângela Faria de. A indisciplina e suas representações no cotidiano escolar. 2005. 167 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2005.62 https://repositorio.ufu.br/handle/123456789/30150 http://doi.org/10.14393/ufu.di.2005.62 |
identifier_str_mv |
PAULA, Gisângela Faria de. A indisciplina e suas representações no cotidiano escolar. 2005. 167 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2005.62 |
url |
https://repositorio.ufu.br/handle/123456789/30150 http://doi.org/10.14393/ufu.di.2005.62 |
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por |
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application/pdf |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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