Os significados da indisciplina na escola
Autor(a) principal: | |
---|---|
Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UTP |
Texto Completo: | http://tede.utp.br:8080/jspui/handle/tede/1381 |
Resumo: | This dissertation is an inquiry into the meanings referring to school indiscipline, made by a group of students, teachers and coordinators of a private and non-denominational school located in the city of Ponta Grossa, PR. School indiscipline is a complex phenomenon and one of the biggest pedagogical obstacles, which is able to damage the teaching-learning process and weaken the teacher-student relationship. Having as its objective to comprehend the meanings of indiscipline, made by that group of people, we have developed an inquiry that explores, in its theoretical frame of reference, a set of concepts thought out by Basil Bernstein. On the field research we have used the qualitative way of proceeding. The selection of the interviewed people followed the criterion of intentional sampling by maximum variation. Coordinators, teachers and students that participated in this research were divided into two groups. The first one, formed by those who recently joined the school, while the second was formed by those who were already at the school for a long time. As a method of analysis of the information, we chose the form of analysis of content from which the following categories for interpreting indiscipline have been derived: a) lack of socio-affective structures; b) disengagement with the environment of collective learning system; c) nullification of the teaching-learning process; d) result of the provisional teaching staff; e) reflection of the deficiency of the formative role performed by the family. The text is structured in the following way. First of all, we study some concepts created by Basil Bernstein in his theoretical studies. Then, we approach the building up of indiscipline in schools, arguing the concept of indiscipline under the light of the reflection of a group of theoreticians about it. Right after, we show some characteristics of the empirical research, of the sampling which was used and of the context which was been studied. Next we develop the analysis of the content of the interviews and in the last section we present the final considerations. This research offers us a series of readings about school indiscipline, which may make clear some of its possible meanings. We gave special emphasis to the notion of the indiscipline as the lack of socio-affective structures in the students. Moreover, it would also be a reflection of the provisional teaching staff, as well as a consequence of the nullification of the teaching-learning process. This inquiry also suggests that there is a crossing between family aspects and school aspects in the production of indiscipline, that is to say that there would be a discontinuity between the formative action of the family and the pedagogical practices of the school. |
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Garcia, JoeGeminari, Geyso DongleyMainardes, JeffersonSantos, Lucélia Gonçalves dos2018-06-19T18:20:06Z2011-10-28Santos, Lucélia Gonçalves dos. Os significados da indisciplina na escola. 2011.117 F. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2011.http://tede.utp.br:8080/jspui/handle/tede/1381This dissertation is an inquiry into the meanings referring to school indiscipline, made by a group of students, teachers and coordinators of a private and non-denominational school located in the city of Ponta Grossa, PR. School indiscipline is a complex phenomenon and one of the biggest pedagogical obstacles, which is able to damage the teaching-learning process and weaken the teacher-student relationship. Having as its objective to comprehend the meanings of indiscipline, made by that group of people, we have developed an inquiry that explores, in its theoretical frame of reference, a set of concepts thought out by Basil Bernstein. On the field research we have used the qualitative way of proceeding. The selection of the interviewed people followed the criterion of intentional sampling by maximum variation. Coordinators, teachers and students that participated in this research were divided into two groups. The first one, formed by those who recently joined the school, while the second was formed by those who were already at the school for a long time. As a method of analysis of the information, we chose the form of analysis of content from which the following categories for interpreting indiscipline have been derived: a) lack of socio-affective structures; b) disengagement with the environment of collective learning system; c) nullification of the teaching-learning process; d) result of the provisional teaching staff; e) reflection of the deficiency of the formative role performed by the family. The text is structured in the following way. First of all, we study some concepts created by Basil Bernstein in his theoretical studies. Then, we approach the building up of indiscipline in schools, arguing the concept of indiscipline under the light of the reflection of a group of theoreticians about it. Right after, we show some characteristics of the empirical research, of the sampling which was used and of the context which was been studied. Next we develop the analysis of the content of the interviews and in the last section we present the final considerations. This research offers us a series of readings about school indiscipline, which may make clear some of its possible meanings. We gave special emphasis to the notion of the indiscipline as the lack of socio-affective structures in the students. Moreover, it would also be a reflection of the provisional teaching staff, as well as a consequence of the nullification of the teaching-learning process. This inquiry also suggests that there is a crossing between family aspects and school aspects in the production of indiscipline, that is to say that there would be a discontinuity between the formative action of the family and the pedagogical practices of the school.Esta dissertação apresenta uma investigação sobre os significados atribuídos por um grupo de um colégio privado e não confessional localizado na cidade de Ponta Grossa (PR). um dos grandes obstáculos pedagógicos, comprometer o processo de ensino-aprendizagem e fragilizar a relação professor-aluno. m compreender os significados da indisciplina, atribuídos por grupo de sujeitos, referencial teórico, um conjunto de conceitos desenvolvidos por Basil Bernstein. Para o desenvolvimento do trabalho de campo utilizamos de pesquisa qualitativa. A seleção dos sujeitos entrevistados empregou critério de amostragem por variação máxima. Participaram dessa pesquisa, coordenadores, professores e alunos que ingressaram recentemente no colégio e aqueles já a um longo . Como método de análise dos dados, utilizamos uma forma de Análise de Conteúdo, que derivou as seguintes categorias para interpretar a indisciplina: a) ausência de disposições socioafetivas; b) desconexão com o ambiente de aprendizagem coletiva; c) esvaziamento do processo de ensino-aprendizagem d) consequência da provisoriedade da ação docente; e) reflexo da incompletude do papel formativo exercido pela família. O texto está estruturado da seguinte forma. Inicialmente, sobre alguns conceitos oriundos das teorizações de Basil Bernstein. Em seguida, a construção da indisciplina na escola, o conceito de indisciplina sob a ótica de . Na sequência, apresentamos pesquisa empírica, o tipo de amostragem, a seleção dos sujeitos pesquisados e do contexto estudado. Em seguida, a análise do conteúdo das entrevistas e na última as considerações finais. A pesquisa fornece um conjunto de leituras sobre a indisciplina escolar, que iluminam algumas de seus possíveis significados. Em destaque, a noção de indisciplina como uma ausência de disposições socioafetivas dos alunos. Além disso, seria um reflexo da provisoriedade da ação docente em sala de aula, bem como uma consequência do esvaziamento do processo de ensino-aprendizagem. A investigação também sugere o cruzamento de fatores familiares e escolares na produção da indisciplina, pois existiria uma descontinuidade entre a ação formativa da família e as práticas pedagógicas da escola.Submitted by Divanete Paiva (divanete.paiva@utp.br) on 2018-06-19T18:20:05Z No. of bitstreams: 1 OS SIGNIFICADOS.pdf: 941092 bytes, checksum: f32706aa88318b7fed9f9c73a21867c2 (MD5)Made available in DSpace on 2018-06-19T18:20:06Z (GMT). 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dc.title.por.fl_str_mv |
Os significados da indisciplina na escola |
title |
Os significados da indisciplina na escola |
spellingShingle |
Os significados da indisciplina na escola Santos, Lucélia Gonçalves dos Educação Práticas pedagógicas Indisciplina escolar Education Pedagogical practices School indiscipline CIENCIAS HUMANAS::EDUCACAO |
title_short |
Os significados da indisciplina na escola |
title_full |
Os significados da indisciplina na escola |
title_fullStr |
Os significados da indisciplina na escola |
title_full_unstemmed |
Os significados da indisciplina na escola |
title_sort |
Os significados da indisciplina na escola |
author |
Santos, Lucélia Gonçalves dos |
author_facet |
Santos, Lucélia Gonçalves dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Garcia, Joe |
dc.contributor.referee1.fl_str_mv |
Geminari, Geyso Dongley |
dc.contributor.referee2.fl_str_mv |
Mainardes, Jefferson |
dc.contributor.author.fl_str_mv |
Santos, Lucélia Gonçalves dos |
contributor_str_mv |
Garcia, Joe Geminari, Geyso Dongley Mainardes, Jefferson |
dc.subject.por.fl_str_mv |
Educação Práticas pedagógicas Indisciplina escolar |
topic |
Educação Práticas pedagógicas Indisciplina escolar Education Pedagogical practices School indiscipline CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Pedagogical practices School indiscipline |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
This dissertation is an inquiry into the meanings referring to school indiscipline, made by a group of students, teachers and coordinators of a private and non-denominational school located in the city of Ponta Grossa, PR. School indiscipline is a complex phenomenon and one of the biggest pedagogical obstacles, which is able to damage the teaching-learning process and weaken the teacher-student relationship. Having as its objective to comprehend the meanings of indiscipline, made by that group of people, we have developed an inquiry that explores, in its theoretical frame of reference, a set of concepts thought out by Basil Bernstein. On the field research we have used the qualitative way of proceeding. The selection of the interviewed people followed the criterion of intentional sampling by maximum variation. Coordinators, teachers and students that participated in this research were divided into two groups. The first one, formed by those who recently joined the school, while the second was formed by those who were already at the school for a long time. As a method of analysis of the information, we chose the form of analysis of content from which the following categories for interpreting indiscipline have been derived: a) lack of socio-affective structures; b) disengagement with the environment of collective learning system; c) nullification of the teaching-learning process; d) result of the provisional teaching staff; e) reflection of the deficiency of the formative role performed by the family. The text is structured in the following way. First of all, we study some concepts created by Basil Bernstein in his theoretical studies. Then, we approach the building up of indiscipline in schools, arguing the concept of indiscipline under the light of the reflection of a group of theoreticians about it. Right after, we show some characteristics of the empirical research, of the sampling which was used and of the context which was been studied. Next we develop the analysis of the content of the interviews and in the last section we present the final considerations. This research offers us a series of readings about school indiscipline, which may make clear some of its possible meanings. We gave special emphasis to the notion of the indiscipline as the lack of socio-affective structures in the students. Moreover, it would also be a reflection of the provisional teaching staff, as well as a consequence of the nullification of the teaching-learning process. This inquiry also suggests that there is a crossing between family aspects and school aspects in the production of indiscipline, that is to say that there would be a discontinuity between the formative action of the family and the pedagogical practices of the school. |
dc.description.abstract.por.fl_txt_mv |
Esta dissertação apresenta uma investigação sobre os significados atribuídos por um grupo de um colégio privado e não confessional localizado na cidade de Ponta Grossa (PR). um dos grandes obstáculos pedagógicos, comprometer o processo de ensino-aprendizagem e fragilizar a relação professor-aluno. m compreender os significados da indisciplina, atribuídos por grupo de sujeitos, referencial teórico, um conjunto de conceitos desenvolvidos por Basil Bernstein. Para o desenvolvimento do trabalho de campo utilizamos de pesquisa qualitativa. A seleção dos sujeitos entrevistados empregou critério de amostragem por variação máxima. Participaram dessa pesquisa, coordenadores, professores e alunos que ingressaram recentemente no colégio e aqueles já a um longo . Como método de análise dos dados, utilizamos uma forma de Análise de Conteúdo, que derivou as seguintes categorias para interpretar a indisciplina: a) ausência de disposições socioafetivas; b) desconexão com o ambiente de aprendizagem coletiva; c) esvaziamento do processo de ensino-aprendizagem d) consequência da provisoriedade da ação docente; e) reflexo da incompletude do papel formativo exercido pela família. O texto está estruturado da seguinte forma. Inicialmente, sobre alguns conceitos oriundos das teorizações de Basil Bernstein. Em seguida, a construção da indisciplina na escola, o conceito de indisciplina sob a ótica de . Na sequência, apresentamos pesquisa empírica, o tipo de amostragem, a seleção dos sujeitos pesquisados e do contexto estudado. Em seguida, a análise do conteúdo das entrevistas e na última as considerações finais. A pesquisa fornece um conjunto de leituras sobre a indisciplina escolar, que iluminam algumas de seus possíveis significados. Em destaque, a noção de indisciplina como uma ausência de disposições socioafetivas dos alunos. Além disso, seria um reflexo da provisoriedade da ação docente em sala de aula, bem como uma consequência do esvaziamento do processo de ensino-aprendizagem. A investigação também sugere o cruzamento de fatores familiares e escolares na produção da indisciplina, pois existiria uma descontinuidade entre a ação formativa da família e as práticas pedagógicas da escola. |
description |
This dissertation is an inquiry into the meanings referring to school indiscipline, made by a group of students, teachers and coordinators of a private and non-denominational school located in the city of Ponta Grossa, PR. School indiscipline is a complex phenomenon and one of the biggest pedagogical obstacles, which is able to damage the teaching-learning process and weaken the teacher-student relationship. Having as its objective to comprehend the meanings of indiscipline, made by that group of people, we have developed an inquiry that explores, in its theoretical frame of reference, a set of concepts thought out by Basil Bernstein. On the field research we have used the qualitative way of proceeding. The selection of the interviewed people followed the criterion of intentional sampling by maximum variation. Coordinators, teachers and students that participated in this research were divided into two groups. The first one, formed by those who recently joined the school, while the second was formed by those who were already at the school for a long time. As a method of analysis of the information, we chose the form of analysis of content from which the following categories for interpreting indiscipline have been derived: a) lack of socio-affective structures; b) disengagement with the environment of collective learning system; c) nullification of the teaching-learning process; d) result of the provisional teaching staff; e) reflection of the deficiency of the formative role performed by the family. The text is structured in the following way. First of all, we study some concepts created by Basil Bernstein in his theoretical studies. Then, we approach the building up of indiscipline in schools, arguing the concept of indiscipline under the light of the reflection of a group of theoreticians about it. Right after, we show some characteristics of the empirical research, of the sampling which was used and of the context which was been studied. Next we develop the analysis of the content of the interviews and in the last section we present the final considerations. This research offers us a series of readings about school indiscipline, which may make clear some of its possible meanings. We gave special emphasis to the notion of the indiscipline as the lack of socio-affective structures in the students. Moreover, it would also be a reflection of the provisional teaching staff, as well as a consequence of the nullification of the teaching-learning process. This inquiry also suggests that there is a crossing between family aspects and school aspects in the production of indiscipline, that is to say that there would be a discontinuity between the formative action of the family and the pedagogical practices of the school. |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-10-28 |
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2018-06-19T18:20:06Z |
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Santos, Lucélia Gonçalves dos. Os significados da indisciplina na escola. 2011.117 F. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2011. |
dc.identifier.uri.fl_str_mv |
http://tede.utp.br:8080/jspui/handle/tede/1381 |
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Santos, Lucélia Gonçalves dos. Os significados da indisciplina na escola. 2011.117 F. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2011. |
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