Comportamentos indisciplinados em sala de aula: concepções de professores e estudantes

• Ano de defesa: 2020
• Autor(a) principal: Wecker, Ilario
• Orientador(a): Albuquerque, Alessandra Rocha de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Psicologia
• Departamento: Escola de Saúde e Medicina
• País: Brasil
• Palavras-chave em Português: Professor; Estudante; Sala de aula; Comportamento; Indisciplina escolar; Concepções de indisciplina
• Palavras-chave em Inglês: Conceptions of indiscipline; School indiscipline; Classroom; Behavior; Student; Teacher
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3351

Undisciplined behavior in the school context has been debated and occupies spaces in discussions in various sectors of society, deserving prominence in the Brazilian educational scenario, given its high incidence in the country. The present study aimed to understand the undisciplined behavior in the school context under the conceptions of teachers and students from a private school in Brasília - DF and to identify undisciplined behaviors of students in the classroom, as well as teachers' behaviors that favor the occurrence of undisciplined behaviors of students. students. 8 conducting teachers and 4 students from the 7th participated in the study. Year of Elementary School II. A semi-structured interview was conducted with the participants and direct observations were made of their behavior in the classroom. The data point to the understanding of indiscipline as a violation of the norms / rules in force established by the school institution and by the didactic contracts established in the classroom. It was also observed a multi-causal understanding of the phenomenon, both by teachers and students, who consider the school, family, teachers and students, as factors that contribute to the occurrence of these behaviors. As for strategies to minimize indiscipline, teachers disagree with the effectiveness of suspension and point out a mix of reinforcing and coercive strategies to deal with the problem. For students, suspension is the best measure, however, one of them pointed out that this measure causes damage to school life. In this way, the present study contributes to the understanding of the phenomenon of indiscipline and, by pointing out the multicausal understanding of it by the school community, it also indicates the need for strategies to deal with this problem not only focused on the student, but that involve all who relate to him.