Indisciplina no ensino técnico: representações sociais de professores

Detalhes bibliográficos
Autor(a) principal: Endo, Kátia Hatsue [UNESP]
Data de Publicação: 2012
Outros Autores: Constantino, Elizabeth Piemonte [UNESP]
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://www2.marilia.unesp.br/revistas/index.php/scheme/article/view/2599
http://hdl.handle.net/11449/126976
Resumo: The present study is a result of a Master’s degree’s research in Psychology, which has been developed with the objective of identifying the social representations of teachers about indiscipline in the classroom. We adopted a qualitative and quantitative approach and also the theory of Social Representations. Data were collected through individual semi-structured interviews. There were three high school teachers, three technical teachers and three teachers from both types of education, resulting in nine teachers from a technical school in São Paulo countryside. We defined three themes to process data through a content analysis, which are: indiscipline causes, alternatives to deal with this issue and conception of indiscipline. This division into themes allowed us to identify categories and we were able to measure frequency and percentage of answers. So far, we analyzed data of interviews corresponding to technical teachers. We noted that most of the answers related to the indiscipline were due to individual and family factors of students. Regarding the alternatives to deal with indiscipline, the answers were mostly related to the relationship of teachers and students. In general, we can say these pre-results show us a difference between the indiscipline causes and the alternatives to deal with them: teachers tend to blame the students themselves and their family problems, but they also say the alternatives are centered on the interaction teacherstudent.
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spelling Indisciplina no ensino técnico: representações sociais de professoresIndisciplineSocial RepresentationsTeachersIndisciplinaRepresentações SociaisProfessoresThe present study is a result of a Master’s degree’s research in Psychology, which has been developed with the objective of identifying the social representations of teachers about indiscipline in the classroom. We adopted a qualitative and quantitative approach and also the theory of Social Representations. Data were collected through individual semi-structured interviews. There were three high school teachers, three technical teachers and three teachers from both types of education, resulting in nine teachers from a technical school in São Paulo countryside. We defined three themes to process data through a content analysis, which are: indiscipline causes, alternatives to deal with this issue and conception of indiscipline. This division into themes allowed us to identify categories and we were able to measure frequency and percentage of answers. So far, we analyzed data of interviews corresponding to technical teachers. We noted that most of the answers related to the indiscipline were due to individual and family factors of students. Regarding the alternatives to deal with indiscipline, the answers were mostly related to the relationship of teachers and students. In general, we can say these pre-results show us a difference between the indiscipline causes and the alternatives to deal with them: teachers tend to blame the students themselves and their family problems, but they also say the alternatives are centered on the interaction teacherstudent.Este trabalho é decorrente de uma pesquisa de mestrado em Psicologia, que vem sendo desenvolvida com o objetivo de identificar as representações sociais de professores sobre indisciplina em sala de aula. Adotamos uma abordagem quali-quantitativa de pesquisa e a teoria das representações sociais. Os dados foram coletados por meio de entrevistas individuais semiestruturadas. Os participantes foram três professores do ensino médio, três do ensino técnico e três de ambos os tipos de ensino, totalizando nove professores de uma escola técnica do interior paulista. Utilizando a análise de conteúdo, definimos três eixos temáticos para tratamento dos dados, a saber: causas atribuídas à indisciplina, alternativas para lidar com a questão e a concepção de indisciplina. A partir desses eixos caracterizamos categorias com as quais obtivemos a frequência e a porcentagem de respostas. Até o momento, analisamos os dados das entrevistas dos professores do ensino técnico. Podemos adiantar que as respostas sobre as causas da indisciplina foram direcionadas a fatores individuais e familiares dos alunos. Quanto às alternativas para lidar com a indisciplina, as respostas foram mais direcionadas à relação entre professor e aluno. De modo geral, podemos afirmar que os resultados parciais indicam uma diferença entre as causas apontadas para a indisciplina e as alternativas para lidar com a questão. Ou seja, os professores localizaram as causas da indisciplina no indivíduo e na família, mas as alternativas para lidar com a questão foram mais centradas na interação professor-aluno.Universidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Psicologia Experimental e do Trabalho, Faculdade de Ciências e Letras de Assis, Assis, Unesp - Campus Assis, Parque Universitário, CEP 19806900, SP, BrasilUniversidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Psicologia Experimental e do Trabalho, Faculdade de Ciências e Letras de Assis, Assis, Unesp - Campus Assis, Parque Universitário, CEP 19806900, SP, BrasilUniversidade Estadual Paulista (Unesp)Endo, Kátia Hatsue [UNESP]Constantino, Elizabeth Piemonte [UNESP]2015-08-21T17:53:38Z2015-08-21T17:53:38Z2012info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article170-197application/pdfhttp://www2.marilia.unesp.br/revistas/index.php/scheme/article/view/2599Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas, v. 4, n. 2, p. 170-197, 2012.1984-1655http://hdl.handle.net/11449/12697610.5555/repeg.v4i2.2599ISSN1984-1655-2012-04-02-170-197.pdf0960007219314990Currículo Lattesreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporSchème: Revista Eletrônica de Psicologia e Epistemologia Genéticasinfo:eu-repo/semantics/openAccess2024-06-14T18:10:46Zoai:repositorio.unesp.br:11449/126976Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T14:04:13.708340Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Indisciplina no ensino técnico: representações sociais de professores
title Indisciplina no ensino técnico: representações sociais de professores
spellingShingle Indisciplina no ensino técnico: representações sociais de professores
Endo, Kátia Hatsue [UNESP]
Indiscipline
Social Representations
Teachers
Indisciplina
Representações Sociais
Professores
title_short Indisciplina no ensino técnico: representações sociais de professores
title_full Indisciplina no ensino técnico: representações sociais de professores
title_fullStr Indisciplina no ensino técnico: representações sociais de professores
title_full_unstemmed Indisciplina no ensino técnico: representações sociais de professores
title_sort Indisciplina no ensino técnico: representações sociais de professores
author Endo, Kátia Hatsue [UNESP]
author_facet Endo, Kátia Hatsue [UNESP]
Constantino, Elizabeth Piemonte [UNESP]
author_role author
author2 Constantino, Elizabeth Piemonte [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Endo, Kátia Hatsue [UNESP]
Constantino, Elizabeth Piemonte [UNESP]
dc.subject.por.fl_str_mv Indiscipline
Social Representations
Teachers
Indisciplina
Representações Sociais
Professores
topic Indiscipline
Social Representations
Teachers
Indisciplina
Representações Sociais
Professores
description The present study is a result of a Master’s degree’s research in Psychology, which has been developed with the objective of identifying the social representations of teachers about indiscipline in the classroom. We adopted a qualitative and quantitative approach and also the theory of Social Representations. Data were collected through individual semi-structured interviews. There were three high school teachers, three technical teachers and three teachers from both types of education, resulting in nine teachers from a technical school in São Paulo countryside. We defined three themes to process data through a content analysis, which are: indiscipline causes, alternatives to deal with this issue and conception of indiscipline. This division into themes allowed us to identify categories and we were able to measure frequency and percentage of answers. So far, we analyzed data of interviews corresponding to technical teachers. We noted that most of the answers related to the indiscipline were due to individual and family factors of students. Regarding the alternatives to deal with indiscipline, the answers were mostly related to the relationship of teachers and students. In general, we can say these pre-results show us a difference between the indiscipline causes and the alternatives to deal with them: teachers tend to blame the students themselves and their family problems, but they also say the alternatives are centered on the interaction teacherstudent.
publishDate 2012
dc.date.none.fl_str_mv 2012
2015-08-21T17:53:38Z
2015-08-21T17:53:38Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www2.marilia.unesp.br/revistas/index.php/scheme/article/view/2599
Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas, v. 4, n. 2, p. 170-197, 2012.
1984-1655
http://hdl.handle.net/11449/126976
10.5555/repeg.v4i2.2599
ISSN1984-1655-2012-04-02-170-197.pdf
0960007219314990
url http://www2.marilia.unesp.br/revistas/index.php/scheme/article/view/2599
http://hdl.handle.net/11449/126976
identifier_str_mv Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas, v. 4, n. 2, p. 170-197, 2012.
1984-1655
10.5555/repeg.v4i2.2599
ISSN1984-1655-2012-04-02-170-197.pdf
0960007219314990
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 170-197
application/pdf
dc.source.none.fl_str_mv Currículo Lattes
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
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