Avaliação do clima escolar sob a perspectiva dos estudantes em um processo de ressignificação da educação com educadoras e educadores de uma escola municipal
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Data
2020-03-30
Autores
Bidóia, Juliana Freire [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta dissertação de mestrado buscou-se avaliar o clima escolar em um processo de ressignificação da Educação com educadoras e educadores de uma Escola municipal de Educação Infantil e Ensino Fundamental I. O clima escolar é caracterizado por um conjunto de percepções dos integrantes da comunidade escolar com relação a diferentes aspectos que compõem a instituição, como os procedimentos de ensino e concernentes à aprendizagem, os relacionamentos sociais, a segurança, justiça, participação, infraestrutura e possibilidades de pertencimento. Então, para realizar uma avaliação do clima escolar é preciso investigar as percepções dos sujeitos inseridos nesse contexto, de modo a propiciar à unidade escolar a ampliação do conhecimento de sua realidade, podendo realizar propostas que visem sua transformação. Nesse sentido, esta pesquisa tem como objetivo geral compreender possíveis alterações na qualidade do clima escolar, a partir de um processo de ressignificação no âmbito da formação continuada de educadores. O recurso utilizado para a avaliação do clima escolar é um questionário específico, voltado para a realidade escolar brasileira e adaptado para o Ensino Fundamental I, que avalia as seguintes Dimensões, na perspectiva dos estudantes: relações com o ensino e a aprendizagem; relações sociais e os conflitos; regras, sanções e segurança; situações de intimidação entre os alunos, relações entre a família, comunidade e a Escola, infraestrutura e a rede física da Escola. Trata-se de uma pesquisa de delineamento quase experimental, com abordagem quanti-qualitativa, em que para a constatação dos efeitos do processo de ressignificação sobre a qualidade do clima escolar, realizou-se um diagnóstico inicial (pré-teste) e diagnóstico posterior a um ano e três meses ao começo do Programa de Ressignificação (pós-teste), ambos com aplicação do questionário de avaliação do clima escolar aos estudantes. Fazem parte da pesquisa duas Escolas públicas municipais, com características semelhantes em termos de nível de ensino (Educação Infantil e Ensino Fundamental I), natureza (pública municipal), tamanho e localização (mesmo município), sendo uma das Escolas a Escola Experimental, com a interveniência da variável independente (Programa de Ressignificação) e a outra Escola a Controle, com a ausência de tal variável. A pesquisa obteve como resultados os dados colhidos no pré-teste, nas Escolas experimental e controle, após análise foi realizada a devolutiva aos educadores, a fim de oferecer momentos de reflexão sobre os pontos fortes e aqueles a serem melhorados. Quanto aos resultados do pós-teste, foi possível identificar os avanços que o processo de ressignificação gerou na Escola Experimental, em especial em duas Dimensões: as relações com o ensino e a aprendizagem; e as regras, sanções e segurança na Escola. Diferentemente da Escola Controle, em que não foram observadas melhorias significantes na qualidade do clima escolar entre os dados do pré e pós-teste. Na devolutiva com os educadores da Escola Experimental, além da apresentação dos avanços obtidos, realizou-se reflexões sobre o que ainda precisa ser aprimorado dentro do ambiente escolar, em um processo contínuo de transformação. Por fim, a pesquisa nos mostra como é possível ressignificar as práticas escolares por meio de uma Educação mais democrática, e como a avaliação do clima escolar pode propiciar à instituição educativa a procurar por soluções coletivas na resolução dos problemas diários.
The aim of this workf is to evaluate the school climate in a process of ressignification of Education with male and female educators of an municipal school de Pre-kindergarten and Elementary School I. The school climate is characterized by na set of perceptions of the school community members with regards to diferente aspects that composse the institution, like the teaching procedures and concerning learning, the social relationships, safety, justice, participation, infrastructure and belonging possibilities. Than, to conduct a school climate assessment, it is necessary to the perceptions of the subjects inserted in this context, in order to provide to the school unit the expansion of knowledge and reality, being able to make proposals that aim its transformation. In this sense, this research have the overall goal to understand possible changes in the quality of the school climate, from a ressignifitacion within the scope of continuing formation of educators. The methodology to be used is through a specific survey, focused on the brazilian school reality and adapted for Elementary Education I, that evaluates the following dimensions, on the students’ perspectives: relations with teaching and learning; social relations and conflicts; rules, sanctions and security; intimidation situations bewteen students, relationships between family, community and school and infrastructure and the school’s physical network. This is an nearly experimental design research, with quanti-qualitative approach, where for the verification of the effects of the ressignification process over quality school climate, na initial diagnosis (pre-test) was made, followed by an second diagnosis (post-test) one year and three monts after the beginning of the Ressignification Program, both with application of the school climate survey to students. Two municipal schools are part of the research, with similar characteristics in terms of education level (Pre-kindergarten and Elementary School I), nature (municipal public), site and location (city), one of the schools being the Experimental School, with the intervention of the independent variable (Ressignification Program) and the other school the control one, without that variable. The reseach obtained as result the data collected at the pre-test from the experimental and control schools, after analysis it was carried out the devolution to the educators, in order to offer moments of reflection on the strong points and those that requires improvement. As for the results of the post-test, it was possible to identify the advances that the ressignification process generated at the Experimental School, specially in two Dimensions: relations with teaching and learning, e rules, sanctions and security. Differently from the Control School, that in which no significant improvements in the quality of the school climate were observed between the pre-test and the post-test data. At the devolutive with the Experimental School’s educators, in addition to presenting the progress achieved, reflections were made on what still needs to be improved within the school environment, in a continuous process of transformation. Finally, the research shows us how it is possible to ressignificate school practices through more democratic Education, and how the evaluation of the school climate can provide the educational institution with the search for collective solutions in solving daily problems.
The aim of this workf is to evaluate the school climate in a process of ressignification of Education with male and female educators of an municipal school de Pre-kindergarten and Elementary School I. The school climate is characterized by na set of perceptions of the school community members with regards to diferente aspects that composse the institution, like the teaching procedures and concerning learning, the social relationships, safety, justice, participation, infrastructure and belonging possibilities. Than, to conduct a school climate assessment, it is necessary to the perceptions of the subjects inserted in this context, in order to provide to the school unit the expansion of knowledge and reality, being able to make proposals that aim its transformation. In this sense, this research have the overall goal to understand possible changes in the quality of the school climate, from a ressignifitacion within the scope of continuing formation of educators. The methodology to be used is through a specific survey, focused on the brazilian school reality and adapted for Elementary Education I, that evaluates the following dimensions, on the students’ perspectives: relations with teaching and learning; social relations and conflicts; rules, sanctions and security; intimidation situations bewteen students, relationships between family, community and school and infrastructure and the school’s physical network. This is an nearly experimental design research, with quanti-qualitative approach, where for the verification of the effects of the ressignification process over quality school climate, na initial diagnosis (pre-test) was made, followed by an second diagnosis (post-test) one year and three monts after the beginning of the Ressignification Program, both with application of the school climate survey to students. Two municipal schools are part of the research, with similar characteristics in terms of education level (Pre-kindergarten and Elementary School I), nature (municipal public), site and location (city), one of the schools being the Experimental School, with the intervention of the independent variable (Ressignification Program) and the other school the control one, without that variable. The reseach obtained as result the data collected at the pre-test from the experimental and control schools, after analysis it was carried out the devolution to the educators, in order to offer moments of reflection on the strong points and those that requires improvement. As for the results of the post-test, it was possible to identify the advances that the ressignification process generated at the Experimental School, specially in two Dimensions: relations with teaching and learning, e rules, sanctions and security. Differently from the Control School, that in which no significant improvements in the quality of the school climate were observed between the pre-test and the post-test data. At the devolutive with the Experimental School’s educators, in addition to presenting the progress achieved, reflections were made on what still needs to be improved within the school environment, in a continuous process of transformation. Finally, the research shows us how it is possible to ressignificate school practices through more democratic Education, and how the evaluation of the school climate can provide the educational institution with the search for collective solutions in solving daily problems.
Descrição
Palavras-chave
Avaliação do clima escolar, Ressignificação da educação, Educação pública, School climate assessment, Ressignification of education, Public education