Indisciplina no ensino médio e técnico: representações sociais de professores
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Data
2012-12-19
Autores
Endo, Kátia Hatsue [UNESP]
Título da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo teve como objetivo identificar as representações sociais de professores sobre indisciplina em sala de aula. Adotamos uma abordagem quali-quantitativa de pesquisa e a teoria das Representações Sociais como referencial teórico. Os dados foram coletados por meio de entrevistas individuais semiestruturadas. Os participantes foram três professores do ensino técnico, três do ensino médio e três de ambos os tipos de ensino, totalizando nove docentes de uma Escola Técnica Estadual (ETEC) do interior paulista, pertencente ao Centro Estadual de Educação Tecnológica Paula Souza. Utilizando a análise de conteúdo, definimos três eixos temáticos para tratamento dos dados, a saber: causas atribuídas à indisciplina, alternativas para lidar com a questão e concepção de indisciplina, para os quais caracterizamos categorias, em que obtivemos a frequência de respostas. Na análise dos resultados, podemos indicar que a representação social da indisciplina parece estar objetivada, principalmente, nas questões individuais dos alunos. Os professores relataram diferentes causas da indisciplina para os ensinos médio e técnico. As atitudes observadas nos colegas docentes para lidar com a indisciplina foram vistas de forma autoritária, mas quando se trata das próprias atitudes, os entrevistados equilibraram ações autoritárias, democráticas e ambíguas. Foram indicadas algumas diferenças na maneira de lidar com o aluno adolescente e adulto e entre as causas e as alternativas para lidar com a indisciplina. As causas foram atribuídas ao aluno, à família e ao professor, culpabilizados isoladamente. Por outro lado, as alternativas envolveram um sistema de relações sociais e aspectos didático-pedagógicos, tais como a maior interação entre professor e aluno, assuntos de interesse dos alunos, outro sistema de...
This study intends to identify teachers’ social representation of indiscipline in the classroom. We adopted a quantitative and qualitative approach as well as the Social Representation theory. The data was collected through semi-structured interviews. The subjects were three High School teachers, three technical education teachers and three that work on both types, with a total of nine teachers from a State Technical School (ETEC) in the interior of São Paulo state, which is part of the Paula Souza State Center of Technological Education. During the content analysis, we devised the three following thematic axes: causes of indiscipline, alternatives on how to deal with the problem and the concept of indiscipline, all of which we organized in categories that made possible to obtain the frequency of answers. During the data analysis, we can indicate that the social representation of indiscipline is centered on the individual issues of the students. Teachers reported different causes of indiscipline in high school and technical education. The actions taken to deal with indiscipline that were observed on colleagues were perceived as authoritarian, but when it comes to their own actions, the interviewed showed a balance between authoritarian, democratic and ambiguous. Differences between the treatment of adults and adolescents were noted, as well as the causes and alternatives to deal with indiscipline. Causes were attributed to the student, to the family and to the teacher separately. On the other hand, the alternatives involved a system of social relationships and socio-pedagogical aspects, such as more interaction between teacher and student, class subjects of interest to students, an alternate system of classes, monitoring and supervision of the student by the teacher. The teachers’ social representation on indiscipline were... (Complete abstract click electronic access below)
This study intends to identify teachers’ social representation of indiscipline in the classroom. We adopted a quantitative and qualitative approach as well as the Social Representation theory. The data was collected through semi-structured interviews. The subjects were three High School teachers, three technical education teachers and three that work on both types, with a total of nine teachers from a State Technical School (ETEC) in the interior of São Paulo state, which is part of the Paula Souza State Center of Technological Education. During the content analysis, we devised the three following thematic axes: causes of indiscipline, alternatives on how to deal with the problem and the concept of indiscipline, all of which we organized in categories that made possible to obtain the frequency of answers. During the data analysis, we can indicate that the social representation of indiscipline is centered on the individual issues of the students. Teachers reported different causes of indiscipline in high school and technical education. The actions taken to deal with indiscipline that were observed on colleagues were perceived as authoritarian, but when it comes to their own actions, the interviewed showed a balance between authoritarian, democratic and ambiguous. Differences between the treatment of adults and adolescents were noted, as well as the causes and alternatives to deal with indiscipline. Causes were attributed to the student, to the family and to the teacher separately. On the other hand, the alternatives involved a system of social relationships and socio-pedagogical aspects, such as more interaction between teacher and student, class subjects of interest to students, an alternate system of classes, monitoring and supervision of the student by the teacher. The teachers’ social representation on indiscipline were... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Representações sociais, Ensino médio, Ensino tecnico, Professores, Social representations, High school, Technical education, Teachers
Como citar
ENDO, Kátia Hatsue. Indisciplina no ensino médio e técnico: representações sociais de professores. 2012. 122 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia, Ciências e Letras de Assis, 2012.