A percepção de regras escolares entre alunos e professores do ensino fundamental II
Carregando...
Data
2019-02-28
Autores
Parra, Andressa Carolina Scandelai
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A construção de regras é fundamental para o desenvolvimento moral, nos pautamos em estudos sobre o desenvolvimento moral infantil de Jean Piaget importante autor da área da Psicologia moral. O objetivo central foi investigar as percepções de alunos e professores do Ensino Fundamental anos finais da rede pública sobre as regras escolares e as sanções. Os objetivos específicos foram: I) analisar itens da terceira dimensão “Regras, sanções e segurança na escola” do instrumento que avalia o clima escolar; II) compreender qual a percepção de alunos e professores sobre elaboração e execução das regras; III) conhecer quais as sanções comumente mais atribuídas nas escolas. Tínhamos como hipótese que as escolas raramente possibilitam a participação dos estudantes na elaboração das regras, e ao lidar com os conflitos fazem uso de sanções expiatórias. O método adotado é do tipo descritivo e quanto à natureza dos dados é quantitativa e correlacional. Os instrumentos são questionários compostos por itens que avaliam as percepções dos sujeitos a respeito de dimensões que constituem o clima escolar, construídos de acordo com a realidade das escolas brasileiras. Para alcançar o objetivo analisamos a dimensão “Regras, sanções e segurança na escola”. Responderam aos instrumentos 1.031 alunos do Ensino Fundamental II (7º ao 9º ano) e 58 professores de quatro escolas públicas. Para a análise dos dados quantitativos foi utilizada a estatística descritiva e inferencial, com o auxílio do programa estatístico GNU PSPP free software. Os resultados indicam que 79,43% dos alunos e 74,14% dos professores afirmam que “nunca/ algumas vezes” participam da elaboração e das mudanças de regras da escola. Sobre os estudantes cumprirem as regras escolares 72,26% dos alunos disseram que “nunca/ algumas vezes” isso acontece, já os professores apenas 24,13% afirmam que essas regras não são cumpridas. Os alunos 60,92% “nunca/ algumas vezes” conhecem e compreendem as regras da escola. Sobre as sanções adotadas pelos professores perante a transgressão a alguma regra, ou envolvimento em conflito as que apareceram com maior frequência foram: encaminham para a direção 74,97% dos alunos e 55,18% dos professores afirmam que “muitas vezes/ sempre” isso ocorre. Mudam de lugar dentro da sala 64,2% dos alunos entre 36,21% dos professores “muitas vezes/ sempre” mudam os alunos de lugar; colocam os alunos pra fora 63,72% dos alunos afirmaram que “muitas vezes/ sempre”; informam a família 61,69% dos alunos disseram que “muitas vezes/ sempre” isso acontece, já os professores demostraram esse afirmativa em apenas 36,2% de suas respostas; sendo apenas 43,3% dos alunos afirmam que “muitas vezes/ sempre” são convidados a repararem os seus erros. Concluímos com a análise dos resultados que é fundamental inserir tanto na formação inicial quanto na continuada, teorias da moralidade humana, pois servem como base para compreensão do desenvolvimento moral e convivência ética na escola. Também reconhecemos a importância da equipe escolar: alunos, professores e gestores tomarem conhecimento do Clima Escolar de suas instituições, pois a partir da percepção desses integrantes é possível repensar em práticas que favorecem o desenvolvimento moral autônomo dos alunos e a qualidade da aprendizagem.
The rules construction is fundamental for moral development and, consequently, for human coexistence. We are guided for the studies on the moral development of children by Jean Piaget. The central objective of this study was to investigate the perceptions of students and teachers of the Elementary School final years of the public network on school rules and sanctions. The specific objectives were: I) to analyze items of the third dimension "Rules, sanctions and safety in the school" of the instrument that evaluates the school climate; II) to understand the perception of students and teachers regarding the elaboration and execution of the rules; III) to know which sanctions are commonly awarded in schools. We hypothesized that schools rarely allow students to participate in the elaboration of rules, nor do they differ from conventional rules of moral rules. And in dealing with conflicts they make use of atoning sanctions. The method adopted is the descriptive type and the nature of the data is quantitative and correlational. The instruments are questionnaires composed of items that evaluate the subjects' perceptions regarding dimensions that constitute the school climate, constructed according to the reality of Brazilian schools. To reach the objective of this study, we only analyzed the dimension "Rules, sanctions and safety in school". The instruments were answered by 1,031 students from elementary school II (7th to 9th grade) and 58 teachers from four public schools. For the analysis of the quantitative data, descriptive and inferential statistics were used, with the aid of the GNU PSPP free software statistical program. The results indicate that 79.43% of students affirm that "never / sometimes" participate in the elaboration and changes of school rules, teachers 74, 14% agree with the students' statement. About students comply with school rules 72.26% of students said that "never / sometimes" this happens, already in the perception of teachers only 24.13% claim that these rules are not met. Students 60.92% "never / sometimes" know and understand the rules of the school. Regarding the sanctions adopted by teachers in relation to the violation of some rule or involvement in conflict, the most frequent ones were: they sent to direction 74.97% of the students and 55.18% of the teachers affirmed that "often / always" this occurs. Change of place in the classroom 64.2% of students among 36.21% of teachers "often / always" change place of students; put the students out 63.72% of the students stated that "often / always"; inform the family 61.69% of the students said that "often / always" this happens, teachers already demonstrated this in only 36.2% of their answers; with only 43.3% of students saying that "often / always" are asked to make up for their mistakes. We conclude from the analysis of the results that it is fundamental to include both the initial formation and the continuing theories of human morality, since they serve as a basis for understanding moral development and ethical coexistence in school. We also recognize the importance of the school staff: students, teachers and managers to learn about the School Climate of their institutions, because from the perception of these members it is possible to rethink in practices that favor the autonomous moral development of students and the quality of learning.
The rules construction is fundamental for moral development and, consequently, for human coexistence. We are guided for the studies on the moral development of children by Jean Piaget. The central objective of this study was to investigate the perceptions of students and teachers of the Elementary School final years of the public network on school rules and sanctions. The specific objectives were: I) to analyze items of the third dimension "Rules, sanctions and safety in the school" of the instrument that evaluates the school climate; II) to understand the perception of students and teachers regarding the elaboration and execution of the rules; III) to know which sanctions are commonly awarded in schools. We hypothesized that schools rarely allow students to participate in the elaboration of rules, nor do they differ from conventional rules of moral rules. And in dealing with conflicts they make use of atoning sanctions. The method adopted is the descriptive type and the nature of the data is quantitative and correlational. The instruments are questionnaires composed of items that evaluate the subjects' perceptions regarding dimensions that constitute the school climate, constructed according to the reality of Brazilian schools. To reach the objective of this study, we only analyzed the dimension "Rules, sanctions and safety in school". The instruments were answered by 1,031 students from elementary school II (7th to 9th grade) and 58 teachers from four public schools. For the analysis of the quantitative data, descriptive and inferential statistics were used, with the aid of the GNU PSPP free software statistical program. The results indicate that 79.43% of students affirm that "never / sometimes" participate in the elaboration and changes of school rules, teachers 74, 14% agree with the students' statement. About students comply with school rules 72.26% of students said that "never / sometimes" this happens, already in the perception of teachers only 24.13% claim that these rules are not met. Students 60.92% "never / sometimes" know and understand the rules of the school. Regarding the sanctions adopted by teachers in relation to the violation of some rule or involvement in conflict, the most frequent ones were: they sent to direction 74.97% of the students and 55.18% of the teachers affirmed that "often / always" this occurs. Change of place in the classroom 64.2% of students among 36.21% of teachers "often / always" change place of students; put the students out 63.72% of the students stated that "often / always"; inform the family 61.69% of the students said that "often / always" this happens, teachers already demonstrated this in only 36.2% of their answers; with only 43.3% of students saying that "often / always" are asked to make up for their mistakes. We conclude from the analysis of the results that it is fundamental to include both the initial formation and the continuing theories of human morality, since they serve as a basis for understanding moral development and ethical coexistence in school. We also recognize the importance of the school staff: students, teachers and managers to learn about the School Climate of their institutions, because from the perception of these members it is possible to rethink in practices that favor the autonomous moral development of students and the quality of learning.
Descrição
Palavras-chave
Regras, Sanções, Ambiente sócio moral, Convivência, Rules, Sanctions, Sociomoral environment, Coexistence