A perceção dos professores do 1º ciclo sobre a (in)disciplina

: um estudo de caso

Abstract

Indiscipline problems in Portuguese schools have been taking on new proportions, occurring more often, and remaining a complex issue in need of solve (Garcia, 1999). Currently the educational literature presents several evaluations on the study of indiscipline, however there are few studies focusing on the teachers' perceptions on indiscipline in the classroom. (Estrela, 1992; Garcia, 2005). The problem of indiscipline in Portuguese schools Indeed do generate, concern situations and dilemmas, that tend to limit the action of a positive educational practice, consistent with the ideals of school for all. In this challenge, this work presents has study object, indiscipline situations in an Educational Center of Vila Real District. The purpose is to identify teacher’s perception towards indiscipline, strategies and planning. In this regard, we wish to identify and characterize, teachers perceptions of the 1st teaching cycle (n = 12) about the nature, disruptive situations frequency in classroom context and simultaneously identify the type of pedagogical strategies used for constructive conflict management . Under the methodological point of view, we chose a qualitative research, in the case study form, exploratory, with data collection, using a survey questionnaire. In terms of results, we found that teachers percept indiscipline in heterogeneous mode, attributing them, several heterogenous indexes. The percepted indisciplinar behavior, in our study, focused in disobedience issues, offensive words and lack of attention by the students.

Date of Award	28 Oct 2016
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Cristina Palmeirão (Supervisor)