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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Origines et modes de gestion des incidents disciplinaires par des stagiaires en éducation physique : perceptions des différents acteurs

Dervaux, Philippe 08 June 2005 (has links)
A. Introduction Plusieurs auteurs (Debarbieux et coll., 2000 ; Galand, 2004) plaident pour que les incivilités en milieu scolaire soient prises au sérieux. Cette problématique touche particulièrement le cours d'E.P. au secondaire . Plusieurs études centrées sur l'observation des incidents disciplinaires aux cours d'E.P. (Piéron, Emonts, 1988 ; Hardy, 1996) font apparaître l'ampleur du problème. Les techniques d'observation directe mises en œuvre par ces auteurs ne permettent toutefois pas d'objectiver précisément leurs origines. La prise en compte de l'avis des acteurs concernés par ces incidents s'avère dès lors incontournable. B. Echantillon Huit étudiants stagiaires de seconde licence en Education physique de l'Université catholique de Louvain ont été invités à participer à cette étude. Dix classes, issues de l'enseignement secondaire, ont été choisies pour y mener les observations. C. Méthodologie Une première étape de la recherche a consisté à relever l'ensemble des incidents disciplinaires apparus lors des séances encadrées par les stagiaires. Pour ce faire, une technique d'observation directe avec catégories prédéterminées (SOID ) fut mise en œuvre (Brunelle et coll., 1988 ; 1993). Pour chaque stagiaire, quatre heures d'observations furent systématiquement menées. Le chercheur a ensuite immédiatement sélectionné un incident disciplinaire significatif parmi les données d'observation. Une seconde étape a consisté à mener à bien trois études de cas. Les acteurs directement concernés par l'incident ont été confrontés à l'enregistrement vidéo de la séquence problématique. Deux entretiens d'autoconfrontation (Theureau, 2000) ont ainsi été conduits. Cette phase de verbalisation à posteriori aboutit à ce que Durand (2001) appelle « les données d'autoconfrontation ». Plusieurs questions ciblées ont aussi porté sur l'origine de l'incident et sur le mode de gestion privilégié par le stagiaire. D. Résultats Ce travail de recherche a permis de rendre compte de plusieurs dynamiques d'émergence et de gestion d'incidents disciplinaires au cours d'éducation physique. Dans une perspective essentiellement formatrice, ce travail intègre in fine une série de propositions qui constituent autant de pistes de réflexion et de guidance pouvant déboucher sur une réelle amélioration de la formation didactico-pédagogique initiale des futurs enseignants en éducation physique. E. Références
2

Crime and punishment on the Western Front: the Australian Imperial Force and British Army discipline

jgarstang@bermudasun.bm, Edward John Garstang January 2009 (has links)
The Australian Imperial Force in the First World War had a deserved reputation as an effective fighting force, and at the same had the worst disciplinary record away from the frontline when compared with other Dominion forces and the rest of the British Army. Australian indiscipline is a subject that has been largely ignored, or when dealt with as in the Official History by C. E. W. Bean, has had to pass through the filter of the Australian Legend. This study examines the link between Australian indiscipline and the privileged position they held of being the only force immune from the death penalty, except for mutiny, desertion to the enemy and traitorous activity. This simple fact would have a major influence on the relatively high numbers of absentees and desertions within Australian ranks. General Headquarters in France (GHQ) saw these high levels of indiscipline as a direct result of Australian authorities not allowing their soldiers to be placed under the Army Act in full. Further differences surfaced between the British and Australians when it came to punishment, with Australian courts criticised by British Army authorities for not using the powers they possessed to impose penalties that would act as a deterrent, as well as their reluctance to impose Field Punishment No. 1. This study examines these general differences as well as dealing with a specific case of an Australian soldier charged with the murder of a French civilian, a case that attracted the attention of senior political and military figures when it transpired Australians were immune from the death penalty for murder. Maintaining discipline was a constant struggle for the authorities when faced with those determined to avoid frontline duty either by committing military crime or through self-maiming. In this context the high venereal disease rate is discussed and evidence presented that this could be considered as a self-inflicted wound. The mutiny in the 1st Battalion of September 1918 is examined as well as a mutiny in a military prison in France in 1919. It is not the purpose of this study to tarnish the reputation of the many thousands of brave men who fought in the AIF, rather it is an attempt to understand the high levels of indiscipline within the context of the war on the Western Front and the disciplinary code under which they operated.
3

Žákovské percepce projevů nekázně ve vyučování na základních školách / Pupils' perceptions of the demonstrations of lack of discipline during lessons on elementary schools

Černohousová, Kateřina January 2014 (has links)
The topic of this thesis is the lack of discipline in the teaching process based on the perception of this issue second-degree students. The goal of the theoretical part of the thesis is with support of the professional literature to handle terminology and show what is the definition of the issue of discipline and indiscipline in the classroom of the second degree with an emphasis primarily on the causes of indiscipline, the role of teacher and lack of discipline solutions. The theoretical part contains the definition of discipline and perception. Further, there are characterized terms of school indiscipline, selected causes of lack of discipline and disciplinary means. The paper also emphasized the role of teachers, especially the authority of the teacher, his skills and attributes. There are also briefly described developmental traits of older school age in relation to discipline. The practical part is built on the survey and the use of group interviews with pupils of eighth and ninth grades of primary school. The main aim of the practical part of the thesis is to find out through a questionnaire survey and group interviews, how the pupils of primary schools perceive discipline and indiscipline in the classroom. By the research survey was found that the most common types of indiscipline in the...
4

Garotas indisciplinadas numa escola de ensino médio: um estudo sob o enfoque de gênero / Indisciplined girls in a highschool: a study under gender approach

Santos, Lilian Piorkowsky dos 11 April 2007 (has links)
Esta pesquisa teve por objetivo compreender os significados da indisciplina escolar e das punições dela decorrentes sob a perspectiva de alunas consideradas indisciplinadas pelo(a)s profissionais, em uma escola pública de Ensino Médio do município de São Paulo. O estudo utilizou metodologia qualitativa e os seguintes instrumentos de pesquisa: análise dos documentos da escola, observações nos diferentes espaços escolares, entrevistas semiestruturadas com diversos profissionais da escola e com jovens. Partiu-se do pressuposto de que as muitas e distintas formas de disciplinamento eram uma das maneiras pelas quais a escola participava da construção das relações de gênero, ao mesmo tempo em que as relações de gênero eram constitutivas das concepções de disciplina e indisciplina ali dominantes. Como resultado, podemos apontar que havia uma multiplicidade de compreensões sobre a indisciplina escolar e sobre as regras que tinham validade efetiva: foi possível notar a presença de percepções diferenciadas entre educadores(as) e jovens no que tange à definição de quem seria indisciplinado ou não; as moças consideradas pelos profissionais como indisciplinadas nem sempre se viam dessa forma. Além disso, ao mesmo tempo em que os sujeitos naturalizavam os comportamentos atribuídos a rapazes e moças, estudantes e profissionais da escola também abordavam e avaliavam esses comportamentos de formas mais flexíveis e múltiplas, além de perceberem mudanças, procurando entendê-las. De forma específica, as jovens alunas apresentavam sentimentos ambíguos, marcados tanto pela percepção da escola como uma \"prisão\", como pela impressão de se sentirem mais livres na escola do que em casa. No último capítulo, as análises centraram-se nas percepções de injustiça das alunas consideradas indisciplinadas: havia tratamentos e punições diferenciados para elas e para os rapazes e também em relação a outras moças, em diferentes ambientes da escola, inclusive nas aulas de Educação Física. Esses tratamentos diferenciados ocorriam tanto pelo desconhecimento e confusão nas normas, como devido à visibilidade que adquiriam as moças tidas como indisciplinadas - já que não se adequavam a um modelo predominante de feminilidade aceito pelo(a)s profissionais e criavam diferentes formas de ser femininas na instituição escolar. / This research intended to comprehend both the meanings of indiscipline at school and the consequential punishments based on the students\' perspective. It focuses on female students who were considered bad-behaved girls by the school staff, in a public high school in São Paulo. The study was based on a qualitative methodology and the following steps were taken: school documents analysis, observation of students in different places within the school, interviews with several school professionals and students. We believed that the many different ways of disciplining students at school worked as a form of building gender relations, while these gender relations were also part of the dominant conceptions of discipline and indiscipline. As a result, we found that there were multiple meanings of school indiscipline and of the rules that worked effectively: we could notice that teachers and students had different perceptions about the meaning of being badbehaved; girls who where considered bad-behaved were unlikely to define themselves the same way. Moreover, students and staff tended to consider boys\' and girls\' behaviors as natural attributions. However, they were also able to: evaluate these behaviors in more flexible and multiple ways, notice changes and try to understand them. Additionally, girls expressed ambiguous feelings about school, perceiving it as both a \"prison\" and a place where they were freer than at home. In the last chapter, the analyses were focused in the bad-behaved girls\' perception of injustice: bad-behaved boys and girls received different punishments and were treated differently among themselves and also in relation to other girls, in different places within the school, even during Physical Education classes. These different treatments happened due to lack of knowledge and precise laws as well as to the attention bad-behaved girls would catch - not only did they not fit to the dominant female pattern accepted by the school professionals, but they also created different forms of being feminine at school.
5

Concepções e práticas de educadores acerca de disciplina e limites na educação infantil: um estudo de caso

Schicotti, Rosana Vera de Oliveira [UNESP] 06 May 2005 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:29:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-05-06Bitstream added on 2014-06-13T18:38:40Z : No. of bitstreams: 1 schicotti_rvo_me_assis.pdf: 451286 bytes, checksum: cff848c92f0209bc21fb28ed4ec01f77 (MD5) / Nos últimos anos, os educadores têm se interessado por questões relacionadas à disciplina/indisciplina em sala de aula. Temos observado também que, paralelamente a esses conceitos, idéias sobre limites aparecem nas práticas pedagógicas. Dessa forma, em consonância com esse interesse, trazemos a presente pesquisa visando contribuir com a produção teórica sobre o assunto e, assim, auxiliar a práxis dos profissionais da educação, em particular da educação infantil. Este trabalho pretende investigar como se caracterizam as práticas educativas voltadas para lidar com as questões relativas à disciplina. Buscamos conhecer o que os educadores de uma instituição pública de educação infantil compreendem por disciplina / indisciplina e limites e, quais ações desenvolvem para trabalhar com essa temática. Trata-se de um formato de investigação caracterizado como estudo de caso etnográfico. Essa forma de pesquisa nos permitiu conhecer, em maior profundidade, a cultura de uma instituição e as perspectivas dos profissionais que participam de seu cotidiano.Nesse sentido, realizamos observações sistemáticas da rotina institucional, bem como, entrevistas não-estruturadas e semi- estruturadas com os educadores que atuam na creche e na pré-escola. Analisamos também, os seguintes documentos: o Projeto Político Pedagógico e as Diretrizes Pedagógicas. Os dados foram analisados de acordo com a perspectiva dialética. Desse modo, em nossa pesquisa bibliográfica procuramos realizar uma análise histórica das práticas disciplinares na educação e concomitantemente buscamos investigar as possíveis relações entre os conceitos de infância e disciplina. Podemos considerar, a partir de nosso estudo, que os educadores de crianças de zero a seis anos pesquisados compreendem os conceitos de limites e disciplina como sinônimos.... / In the last few years, some educators have been interested in subjects related to discipline/indiscipline in the classroom. We've noticed that together with these subjects, ideas about the limits have arisen in the educational practice, too. In this way, together with this interest, this research was developed to try to contribute with the theoretic production about the subject, and consequently, to help the education professionals praxis, in particular, the ones who work with children. This work intends to investigate how the educational practices focused on these subjects related to discipline are chacterized. In other words, we've researched how the educators from a public institution for children define discipline/indiscipline and limits, and what procedures they have taken to deal with this theme. It's an investigation format characterized as an Ethnographical Case Study. This way of researching allowed us to know deeply the culture of an institution, and the professional's prospects that make part in its every day life. In this way, we've made systematic observations of the institutional routine, as well as, structured and non-structured interviews with the educators who work with the creche and pre-school pupils. We've also analysed the following documents: Political Pedagogical Project and the Pedagogical Guidelines. The data were analysed according to the dialectic perspective. Thus, in our bibliographical research we've tried to analyse the history of the practices related to discipline in education, and at the same time to investigate the possible links between the concepts of childhood and discipline. We are allowed to consider from our study that the educators of children, from zero to six years old, who were researched have the same concepts about limits and discipline, and they see both words as synonyms ...(Complete abstract, click electronic address below).
6

Garotas indisciplinadas numa escola de ensino médio: um estudo sob o enfoque de gênero / Indisciplined girls in a highschool: a study under gender approach

Lilian Piorkowsky dos Santos 11 April 2007 (has links)
Esta pesquisa teve por objetivo compreender os significados da indisciplina escolar e das punições dela decorrentes sob a perspectiva de alunas consideradas indisciplinadas pelo(a)s profissionais, em uma escola pública de Ensino Médio do município de São Paulo. O estudo utilizou metodologia qualitativa e os seguintes instrumentos de pesquisa: análise dos documentos da escola, observações nos diferentes espaços escolares, entrevistas semiestruturadas com diversos profissionais da escola e com jovens. Partiu-se do pressuposto de que as muitas e distintas formas de disciplinamento eram uma das maneiras pelas quais a escola participava da construção das relações de gênero, ao mesmo tempo em que as relações de gênero eram constitutivas das concepções de disciplina e indisciplina ali dominantes. Como resultado, podemos apontar que havia uma multiplicidade de compreensões sobre a indisciplina escolar e sobre as regras que tinham validade efetiva: foi possível notar a presença de percepções diferenciadas entre educadores(as) e jovens no que tange à definição de quem seria indisciplinado ou não; as moças consideradas pelos profissionais como indisciplinadas nem sempre se viam dessa forma. Além disso, ao mesmo tempo em que os sujeitos naturalizavam os comportamentos atribuídos a rapazes e moças, estudantes e profissionais da escola também abordavam e avaliavam esses comportamentos de formas mais flexíveis e múltiplas, além de perceberem mudanças, procurando entendê-las. De forma específica, as jovens alunas apresentavam sentimentos ambíguos, marcados tanto pela percepção da escola como uma \"prisão\", como pela impressão de se sentirem mais livres na escola do que em casa. No último capítulo, as análises centraram-se nas percepções de injustiça das alunas consideradas indisciplinadas: havia tratamentos e punições diferenciados para elas e para os rapazes e também em relação a outras moças, em diferentes ambientes da escola, inclusive nas aulas de Educação Física. Esses tratamentos diferenciados ocorriam tanto pelo desconhecimento e confusão nas normas, como devido à visibilidade que adquiriam as moças tidas como indisciplinadas - já que não se adequavam a um modelo predominante de feminilidade aceito pelo(a)s profissionais e criavam diferentes formas de ser femininas na instituição escolar. / This research intended to comprehend both the meanings of indiscipline at school and the consequential punishments based on the students\' perspective. It focuses on female students who were considered bad-behaved girls by the school staff, in a public high school in São Paulo. The study was based on a qualitative methodology and the following steps were taken: school documents analysis, observation of students in different places within the school, interviews with several school professionals and students. We believed that the many different ways of disciplining students at school worked as a form of building gender relations, while these gender relations were also part of the dominant conceptions of discipline and indiscipline. As a result, we found that there were multiple meanings of school indiscipline and of the rules that worked effectively: we could notice that teachers and students had different perceptions about the meaning of being badbehaved; girls who where considered bad-behaved were unlikely to define themselves the same way. Moreover, students and staff tended to consider boys\' and girls\' behaviors as natural attributions. However, they were also able to: evaluate these behaviors in more flexible and multiple ways, notice changes and try to understand them. Additionally, girls expressed ambiguous feelings about school, perceiving it as both a \"prison\" and a place where they were freer than at home. In the last chapter, the analyses were focused in the bad-behaved girls\' perception of injustice: bad-behaved boys and girls received different punishments and were treated differently among themselves and also in relation to other girls, in different places within the school, even during Physical Education classes. These different treatments happened due to lack of knowledge and precise laws as well as to the attention bad-behaved girls would catch - not only did they not fit to the dominant female pattern accepted by the school professionals, but they also created different forms of being feminine at school.
7

Využívání kázeňských prostředků učiteli druhého stupně základní školy / Using of Disciplinary Means at the Second Stage of Basic Education

FRANCOVÁ, Jana January 2013 (has links)
Thesis entitled ?Using of Disciplinary Means at the Second Stage of Basic Education? set itself a task to find out how teachers react to indiscipline of their pupils at the second stage of basic education during the lessons of Czech. In the empirical part there will be used the method of uninvolved observation and an interview with teachers. There will also serve a questionnaire for pupils to fill in the information and to look at the problems from more points of view. The theoretical part will offer a professional base for the research in practise. At first there will be given a definition of the term discipline by different authors, then there will be named and described reasons for indiscipline and types of indiscipline, then the longest chapter about disciplinary means will follow, and the last two chapters will be interested in prevention of indiscipline and mutual communication between the teacher and his/her pupils.
8

REPRESENTAÇÕES SOCIAIS DE PROFESSORES DO ENSINO BÁSICO SOBRE A INDISCIPLINA ESCOLAR / Social representations of elementary school teachers on school indiscipline. 2011-2013, 317 leaves

Santos, Edvanderson Ramalho dos 22 March 2013 (has links)
Made available in DSpace on 2017-07-21T20:31:25Z (GMT). No. of bitstreams: 1 Edvanderson Ramalho Santos.pdf: 3789911 bytes, checksum: c7621fda9758d6b0f93bf3db3ed50d5f (MD5) Previous issue date: 2013-03-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The themes of the research are the social representations of elementary school teachers on school indiscipline. Assuming that any social change implies a dialogue with the social representations of its actors, the main question of this research is: what are the characteristics of social representations of basic education teachers in state schools in Ponta Grossa-PR on indiscipline? The main goal of the research is pointing, through analytical reflection, characteristics of social representations of teachers of elementary and secondary schools in the city of Ponta Grossa-PR about indiscipline. These teachers' social representations are investigated by the theoretical and methodological framework of Social Representations Theory (Moscovici; Jodelet; Abric) and compared with the postulates on moral of Epistemology and Genetic Psychology (Piaget; Freitas). For the theoretical framework on school indiscipline we employed authors whose reading of this phenomenon starts from Epistemology and Genetic Psychology, such as La Taille, Parrat-Dayan Araújo and Pedro-Silva. It's a study of a multi-methodological nature (Camargo), which featured procedures in order to collect data and analysis of information. The procedures for data collection followed two phases: a questionnaire (N = 271) and semi-structured interviews (N = 40). The data collected were examined with the help of analysis programs, permeated by qualitative interpretation and hermeneutics of the researcher and supplemented by content analysis (Bardin). The research results indicated two fields on teaching social representation about the indiscipline. On one hand, a hegemonic social representation based on knowledge, attitude and heteronomy images in face of indiscipline, which attributes its motives to the students’ moral deficit caused by poor family education. It is a representation that absolves the teacher as a subject of indiscipline. On the other hand, some teachers share a representation which confers greater power to the elements of the pedagogic universe on the explanation of indiscipline. In here, knowledge, attitude and images pointed out are autonomous, such as comprehend and come closer to the student. I.e., we seek a horizontal relationship with the students, based on affection and social cooperation. / A temática da pesquisa são as representações sociais de professores do ensino básico sobre a indisciplina escolar. Partindo da premissa de que toda mudança social implica um diálogo com as representações sociais dos seus atores, a questão central de pesquisa é: Quais são as características das representações sociais de professores da educação básica de escolas estaduais de Ponta Grossa-PR sobre a indisciplina? O objetivo central da pesquisa foi apontar, por meio de reflexão analítica, características das representações sociais de professores de nível fundamental e médio da cidade de Ponta Grossa-PR acerca da indisciplina. Essas representações sociais docentes são investigadas pelo aporte teórico e metodológico da Teoria das Representações Sociais (Moscovici; Jodelet; Abric) e comparadas com os postulados sobre moral da Epistemologia e Psicologia Genética (Piaget; Freitas). Para a fundamentação teórica sobre a indisciplina escolar utilizaram-se autores que fazem uma leitura desse fenômeno a partir da Epistemologia e Psicologia Genética, tais como La Taille, Parrat-Dayan, Araújo e Pedro-Silva. É uma pesquisa de caráter plurimetodológico (Camargo), que contou com procedimentos quantiqualitativos para a coleta e análise das informações. Os procedimentos para coleta das informações seguiram dois momentos: aplicação de questionário (N= 271) e a realização de entrevistas semiestruturadas (N= 40). As informações coletadas foram analisadas com o apoio de programas de análise, perpassada pela interpretação qualitativa e hermenêutica do pesquisador e complementadas por análise de conteúdo (Bardin). Os resultados da pesquisa indicaram dois campos na representação social docente sobre a indisciplina. Por um lado, uma representação social hegemônica, baseada em conhecimentos, atitudes, e imagens de heteronomia frente à indisciplina, que atribui suas causas aos déficits morais dos alunos resultantes da má educação familiar. É uma representação que exime o professor como sujeito da indisciplina. Por outro lado, alguns professores compartilham uma representação que atribui maior peso aos elementos do universo pedagógico na explicação da indisciplina. Aqui, os conhecimentos, atitudes e imagens destacadas são de autonomia, tais como compreender e aproximar-se do aluno. Ou seja, busca-se uma relação horizontal junto aos alunos, baseada na afetividade e na cooperação social.
9

Indisciplina escolar: base catalisadora de formação docente

Trevisan, Natália Peixoto 19 October 2016 (has links)
Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2016-11-08T12:57:11Z No. of bitstreams: 1 Natália Peixoto Trevisan.pdf: 1272426 bytes, checksum: 68a35850f2a2dc1f3e5082c03d32b299 (MD5) / Made available in DSpace on 2016-11-08T12:57:11Z (GMT). No. of bitstreams: 1 Natália Peixoto Trevisan.pdf: 1272426 bytes, checksum: 68a35850f2a2dc1f3e5082c03d32b299 (MD5) Previous issue date: 2016-10-19 / Indiscipline is a problem to be faced by schools nowadays; however, many studies show that there are a few number of teacher developing programs which prepare professionals to deal with this question. Besides, there is a multiplicity of conceptions about what indiscipline in fact means and different ways to handle it among the educational professionals. It is believed that indiscipline can be faced by schools as a result of pedagogical practices, but it ends up being a precondition for a good working environment in schools. The objective of this study is to investigate the meanings of indiscipline at an Elementary School in the city of Poá, São Paulo, and also propose a formative intervention for the professionals involved in the teaching process. In order to achieve that, this study tried to understand the different voices of the participants involved in this particular school. The methodology of this paper is based on the principles of the Critical Research with collaborative intention which is based on the Activity Socio Historical Cultural Theory. An analysis of the official documents of the school (Political Pedagogical Project - PPP and the Scholar Internal Laws) as well as of the reports of indiscipline cases was conducted. Apart from that, questionnaires were collected with the purpose to understand the conceptions of the managers, the teachers and the students about the issue of the current study. The data obtained were divided into categories and analyzed according to the theoretical framework used. They signaled that there are several conceptions of the meaning of indiscipline at the referred school. Disrespect was pointed out as one of the main bad misbehavior attitudes. Dialogue was seen as the most important tool to handle disrespect. Therefore, a teacher developing proposal to deal with indiscipline was suggested in order to build a shared meaning of it and the construction of a Creative Chain that aims to establish a teacher developing program inside the school carried out by the participants themselves. Considering that at elementary schools that are many cases of indiscipline, one can say that this paper intends to somehow contribute to deal with disciplinary problems, fostering a possible better environment among students and teachers / A indisciplina é um problema a ser enfrentado pelas escolas da atualidade, entretanto muitas pesquisas mostram que há pouca formação que prepare o docente frente a essa questão. Além disso, existe uma multiplicidade de concepções de indisciplina e de como manejá-la entre os próprios profissionais da educação. Acredita-se que ela pode ser trabalhada pela escola como resultado de práticas educativas, mas acaba sendo um pré-requisito ao bom funcionamento da instituição escolar. Assim, o objetivo deste trabalho é investigar os sentidos sobre indisciplina presentes em uma escola de Ensino Fundamental II da rede Municipal de Poá, cidade da região metropolitana de São Paulo e, a partir deles, propor uma intervenção formativa para os profissionais envolvidos no processo educativo. Para isso, buscou-se compreender as diferentes vozes dentro da escola, como alunos, professores e gestores. Este trabalho está organizado segundo a metodologia de pesquisa crítica com intenção colaborativa que se apoia nas discussões da Teoria da Atividade Sócio-Histórico-Cultural. Assim, foi feita a análise dos documentos oficiais da escola (projeto político pedagógico - PPP e o Regimento Interno Escolar), análise dos relatos dos casos de indisciplina nos registros escolares e foram aplicados questionários com a finalidade de se compreender as concepções dos gestores, de professores e de alunos acerca do tema. Os dados obtidos foram categorizados e analisados conforme a fundamentação teórica utilizada. Eles mostraram que existem muitas concepções de indisciplina operando na instituição e que o desrespeito é apontado como principal atitude indisciplinada, assim como o diálogo é visto como a mais importante ferramenta para tratá-la. Com base nisso, foi feita uma proposta formativa que visa possibilitar a construção de um significado compartilhado sobre o problema e a criação de uma Cadeia Criativa que buscará estabelecer a formação dentro da escola a ser realizada pelos próprios participantes. Considerando que nas instituições de Ensino Fundamental II existem muitos casos de indisciplina, pode-se dizer que essa pesquisa pretende contribuir com o enfrentamento de problemas disciplinares dentro das escolas de ensino básico regular, promovendo melhoria do convívio entre alunos e professores
10

(In)disciplina e violência no espaço escolar: aprendizagem e participação como fundamentos da ordem / (In)discipline and violence in the scholar space: learning and participation are the fundaments of the order.

Silva Neto, Claudio Marques da 06 May 2011 (has links)
Este estudo propõe-se a examinar as formas pelas quais uma escola pública do município de São Paulo lida com a indisciplina e a violência. Procura investigar como essas manifestações são concebidas entre os diversos segmentos que compõem a unidade escolar: alunos, pais, professores e demais profissionais; como se expressam no cotidiano da escola e interferem na prática docente e nas interações com os alunos, bem como procura perceber que tipos de intervenções práticas sofrem os conflitos, a violência e a indisciplina no dia a dia da escola, particularmente aqueles ligados à implementação do currículo. Busca verificar em que medida a forma de organização e as práticas institucionais interferem na aprendizagem dos alunos, geram, intensificam ou amenizam os casos de violência e indisciplina na escola. O estudo de caso valeu-se de observações sistemáticas, entrevistas, análise documental, ao longo de 17 meses, do cotidiano escolar. Concluiu que a escola, assegurando a participação democrática dos diferentes segmentos sociais e a condução compartilhada das ações pedagógicas, conseguiu reverter um quadro de indisciplina e violência sem utilizar medidas disciplinadoras, logrando assegurar a aprendizagem de todos os alunos. / This study aims to examine how a public school, in the city of São Paulo, struggles against indiscipline and violence, and also to better understand the perceived reasons of existence of those phenomenon by its different actors. It tries to investigate how the manifestations of indiscipline and violence are conceived between the diverse segments that compose the scholar unity: students, parents, teachers and other professionals; how indiscipline and violence appear in the everyday school life and interfere in the teaching practice and in the interactions with the students; as well it intends to realize which types of practical interventions are applied to solve the conflicts, the violence and the indiscipline in the everyday school life, especially the ones connected to the curriculum development. It is designed to show how institutional organization and its practices interfere in the learning of the students, besides to intensify or to appease the cases of violence and indiscipline in the school. During 17 months, the case study availed of systematic observations, interviews and documental analysis of the everyday school life. It concludes that school, assuring the democratic participation of its different social segments and the shared conduction of the pedagogical actions, succeeded in reverting the indiscipline and violence situations without using disciplinarian measures, achieving to guarantee the learning of all.

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