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Abstract(s)
O presente estudo, Perceções sobre indisciplina em Contexto Escolar- um estudo de caso, visa analisar como alunos e docentes percecionam a indisciplina, partindo da questão problema de investigação “Quais as perceções que alunos e docentes têm de comportamentos disruptivos em contexto escolar?”. Através de pesquisa documental, procurou criar-se o quadro teórico que serviu de base ao presente estudo. Este estudo, de natureza quantitativa, de caráter exploratório, recorreu a um instrumento de recolha de dados, um inquérito por questionário composto por três partes: o questionário EDEP (Escala de Disrupção Escolar Professada), validado por Veiga (1996); o questionário SCAL (Self Concept as Learner), desenvolvido por Waetjin (1972), adaptado e validado por Veiga (2002) e a Escala dos Dilemas Sociais, adaptada a partir de uma escala desenvolvida por Tavares e Menin (2015). A amostra selecionada é não probabilística e intencional, constituída por dezassete alunos, com idades compreendidas entre os doze e catorze anos, nove do sexo masculino e oito do sexo feminino, pertencentes a uma turma do sétimo ano do Agrupamento de Escolas de Carcavelos, salvaguardando os princípios de confidencialidade e anonimato das respostas. Os resultados permitem verificar que, de um modo geral os alunos reconhecem comportamentos disruptivos professados por eles e que as variáveis sociodemográficas têm alguma influência nos resultados, quer na disrupção quer no autoconceito académico.
The present study, "Perceptions about indiscipline in school context – a case study", aims to analyze how the students and teachers perceive the indiscipline, starting from the problem research question "What are the perceptions that students and teachers have of disruptive behaviors in school context?" Through documentary research, we sought to create the theoretical framework that served as the basis for the present study. This quantitative, exploratory study made use of a data collection instrument, a questionnaire survey composed of three parts: The EDEP (Professed School Disruption Scale) questionnaire, validated by Veiga (1996); The SCAL (Self Concept as Learner) questionnaire, developed by Waetjin (1972), adapted and validated by Veiga (2002), and the Social Dilemmas Scale, adapted from a scale developed by Tavares and Menin (2015). The selected sample is non-probabilistic and intentional, consisting of seventeen students, aged between twelve and fourteen, nine males and eight females, belonging to a seventh year class of the Carcavelos School Group, ensuring the principles of confidentiality and anonymity of the responses. The results show that, in general, students recognize disruptive behaviors professed by them and that sociodemographic variables have some influence on results, both in disruption and in academic self-concept.
The present study, "Perceptions about indiscipline in school context – a case study", aims to analyze how the students and teachers perceive the indiscipline, starting from the problem research question "What are the perceptions that students and teachers have of disruptive behaviors in school context?" Through documentary research, we sought to create the theoretical framework that served as the basis for the present study. This quantitative, exploratory study made use of a data collection instrument, a questionnaire survey composed of three parts: The EDEP (Professed School Disruption Scale) questionnaire, validated by Veiga (1996); The SCAL (Self Concept as Learner) questionnaire, developed by Waetjin (1972), adapted and validated by Veiga (2002), and the Social Dilemmas Scale, adapted from a scale developed by Tavares and Menin (2015). The selected sample is non-probabilistic and intentional, consisting of seventeen students, aged between twelve and fourteen, nine males and eight females, belonging to a seventh year class of the Carcavelos School Group, ensuring the principles of confidentiality and anonymity of the responses. The results show that, in general, students recognize disruptive behaviors professed by them and that sociodemographic variables have some influence on results, both in disruption and in academic self-concept.
Description
Keywords
Indisciplina Disrupção Autoconceito Desenvolvimento sociomoral