Indisciplina no contexto escolar: um estudo das significações abstraídas por estudantes brasileiros do ensino fundamental e médio

• Autor(a) principal: Vasconcelos, Mário Sérgio [UNESP]
• Data de Publicação: 2010
• Outros Autores: Bellotto, Maria Elvira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://seer.fclar.unesp.br/iberoamericana/article/view/3493; http://hdl.handle.net/11449/127094
• topic: School indiscipline; Thinking organized models; School and high school; Indisciplina Escolar; Modelos Organizadores do Pensamento; Ensino Fundamental; Ensino Médio

This research has as main objective to identify the meanings which students of schools and high schools attribute in front of a conflict involving the indiscipline in school context. The theoretical and methodological reference used was the Theory of Thinking Organized Models. Organized Models are mental representation elaborated about a certain situation, compound by detached elements detached by the subject, the meanings attributed to these elements and the implication established between the elements and the meanings. To achieve our objective we researched the models abstracted by 100 students from 8, 10, 12, 14 and 16 years old (20 in each group of age), who attended two public schools in Assis (SP), Brazil. They are students of both gender, from second, fourth, sixth and eighth grade of schools and second grade of high school, chosen at random. To collect the data we used an interview and a presentation of two hypothetical conflicts related to an indiscipline situation inside classroom. The main conclusions were: a) almost all the participants (91%) disapproved the undisciplined acts; b) the major participants (88%), direct or indirect, approve the punishment to the author of the indiscipline; c) the representation are frequent with the meaning in a way to avoid the undisciplined act (68%); d) the meanings, in a way to avoid the undisciplined act, appear in a crescent way in a model presented by students from higher grades mainly in eighth grade from school and second grade from high school; e) the variety of organized models identify evidences, for beyond the cognitive aspects, the importance of affective and socialcultural in construction of arguments related to the moral judgment at school.