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Publication
As representações de indisciplina em adolescentes do 3º ciclo
Advisor(s)
Abstract(s)
As representações constituem um elemento essencial de análise à diversidade e complexidade de fenómenos educativos emergentes no contexto escolar. Tão antiga quanto a escola, a indisciplina tem perpassado a história da educação, mantendo-se no pódio dos maiores destaques e desafios pedagógicos da atualidade. Considerando a fase do desenvolvimento biopsicossocial por que passam os jovens que revelam este tipo de comportamentos, a adolescência, o estudo destes constructos é uma via privilegiada de acesso aos seus modos de habitar a escola. Por conseguinte, o objetivo do presente estudo é analisar as representações que os alunos do 3º ciclo têm da indisciplina. Recorrendo a uma metodologia quantitativa, cujo carácter é comparativo e correlacional, a amostra do presente estudo conta com 238 alunos do 7º, 8º e 9º ano de duas escolas do Agrupamento dos Olivais, em Lisboa. Partindo das respostas obtidas a um inquérito por questionário, o instrumento de investigação, os resultados evidenciam que as representações de indisciplina diferem significativamente em função do género e da faixa etária. Não se revelaram diferenças significativas entre as representações de indisciplina e as habilitações literárias dos pais; a existência de alunos indisciplinados na turma; e a classificação do comportamento. Contudo, importa considerar todos os resultados obtidos por representarem uma via de acesso à compreensão da indisciplina em sala de aula e contribuírem para instigar investigações futuras.
Social representations constitute an essential element of analysis to the diversity and complexity of emergent educational phenomena in the school context. As old as school, indiscipline has permeated the history of education, keeping itself on the podium of the greatest highlights and pedagogical challenges of our times. Considering the phase of the biopsychosocial development that the young people who show this type of behavior, adolescence, the study of these constructs is a privileged way of access to their ways of inhabiting the school. Therefore, the main goal of the present study is to analyze the representations that the students of the third cycle of the elementary school have of the indiscipline. Using a quantitative methodology, which design is comparative and correlational, the sample of the present study has 238 students from the 7th, 8th and 9th grades of two schools of the Agrupamento dos Olivais, in Lisbon. Based on the answers obtained to a questionnaire survey, the research instrument, the results show that the indiscipline’s representations differ significantly according to gender and age group. There were no significant differences between the representations of indiscipline and the literary qualifications of the parents; the existence of undisciplined students in the class; and the classification of behavior. However, it is important to consider all the results obtained because they represent a way of accessing the understanding of indiscipline in the classroom and contribute to instigating future research.
Social representations constitute an essential element of analysis to the diversity and complexity of emergent educational phenomena in the school context. As old as school, indiscipline has permeated the history of education, keeping itself on the podium of the greatest highlights and pedagogical challenges of our times. Considering the phase of the biopsychosocial development that the young people who show this type of behavior, adolescence, the study of these constructs is a privileged way of access to their ways of inhabiting the school. Therefore, the main goal of the present study is to analyze the representations that the students of the third cycle of the elementary school have of the indiscipline. Using a quantitative methodology, which design is comparative and correlational, the sample of the present study has 238 students from the 7th, 8th and 9th grades of two schools of the Agrupamento dos Olivais, in Lisbon. Based on the answers obtained to a questionnaire survey, the research instrument, the results show that the indiscipline’s representations differ significantly according to gender and age group. There were no significant differences between the representations of indiscipline and the literary qualifications of the parents; the existence of undisciplined students in the class; and the classification of behavior. However, it is important to consider all the results obtained because they represent a way of accessing the understanding of indiscipline in the classroom and contribute to instigating future research.
Description
Dissertação de Mestrado realizada sob a orientação de José Morgado, apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Representações de indisciplina Adolescência 3º ciclo Indiscipline representations Adolescence Elementary school