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Authors
Advisor(s)
Abstract(s)
A escola de massas mobiliza uma sociedade que pretende um ensino de qualidade, com soluções adequadas para questões que se levantam, nomeadamente, a diversidade, o insucesso escolar e a indisciplina, variáveis que concorrem para o clima organizacional e para o clima de escola de cada instituição de ensino. Nesta perspetiva, o professor deverá assumir uma pedagogia social no sentido de dar resposta aos fenómenos da escola contemporânea. Neste trabalho foram realizados dois estudos: o primeiro, consistiu em aferir as perceções dos alunos e encarregados de educação sobre o clima social de uma escola do 1º ciclo do ensino básico situada em Sintra, em diferentes contextos educativos; o segundo estudo, a partir da perceção dos professores sobre a crescente instabilidade do clima social da escola, consistiu numa intervenção realizada neste mesmo estabelecimento de ensino, através da implementação de um Programa de Tutoria, com o objetivo de diminuir o número de registos de ocorrências disciplinares. Para o Estudo I, a metodologia adotada foram os inquéritos por questionário aplicados aos alunos e respetivos encarregados de educação. Os resultados do estudo permitiram verificar quais os aspetos positivos e negativos apontados pelas famílias sobre o quotidiano escolar e relacionar pontos convergentes e divergentes em relação à perceção dos professores. No Estudo II, foi realizada uma intervenção junto de 6 alunos, considerados mais problemáticos em matéria de indisciplina, que consistiu na implementação de um Programa de Tutoria. O objetivo deste estudo foi avaliar o impacto da intervenção no número de ocorrências disciplinares em contexto educativo. A metodologia utilizada para avaliar a eficácia da intervenção foi o Desenho de Sujeito Único, mais especificamente os Desenhos de Investigação A-B. Verificou-se uma diminuição dos registos de ocorrências disciplinares em todos os alunos envolvidos no estudo, o que indica que a implementação do Programa de Tutoria parece ser eficaz na alteração de alguns comportamentos não normativos em contexto educativo.
ABSTRACT The masses school mobilizes a society that wants a quality education with appropriate solutions for issues such as diversity, school failure and indiscipline, variables that contribute to the organizational and school environment of each educational institution. In this perspective, the teacher should assume a social pedagogy in order to respond to the contemporary school phenomena. Two studies were conducted: the first consisted of assessing the perceptions of students and parents about the social environment of an elementary school located in Sintra in different educational contexts; the second study, based on the perception of the teachers on the growing instability of the social environment of the school, consisted of an intervention in this same teaching institution through the implementation of a tutoring program in which the goal was decreasing the number of disciplinary occurrences. For study number 1 the methodology adopted was questionnaires to students and their guardians. The results allowed to verify which were the positive and negative aspects pointed by the family about the school day and compare with convergent and divergent teachers’ perspectives. In study number 2, we applied a tutoring program with six of the most problematic students in terms of indiscipline. The purpose/goal of this study was to analyse the impact of the intervention in the number of disciplinary incidents in an educational context. The methodology used to evaluate the effectiveness of the intervention was the Single Subject Design, to be more specific the A-B Research Designs. A decrease was found in the records of disciplinary incidents in all students involved in the study, which indicates that the tutoring program seems to be effective in changing some normative behaviours in an educational context.
ABSTRACT The masses school mobilizes a society that wants a quality education with appropriate solutions for issues such as diversity, school failure and indiscipline, variables that contribute to the organizational and school environment of each educational institution. In this perspective, the teacher should assume a social pedagogy in order to respond to the contemporary school phenomena. Two studies were conducted: the first consisted of assessing the perceptions of students and parents about the social environment of an elementary school located in Sintra in different educational contexts; the second study, based on the perception of the teachers on the growing instability of the social environment of the school, consisted of an intervention in this same teaching institution through the implementation of a tutoring program in which the goal was decreasing the number of disciplinary occurrences. For study number 1 the methodology adopted was questionnaires to students and their guardians. The results allowed to verify which were the positive and negative aspects pointed by the family about the school day and compare with convergent and divergent teachers’ perspectives. In study number 2, we applied a tutoring program with six of the most problematic students in terms of indiscipline. The purpose/goal of this study was to analyse the impact of the intervention in the number of disciplinary incidents in an educational context. The methodology used to evaluate the effectiveness of the intervention was the Single Subject Design, to be more specific the A-B Research Designs. A decrease was found in the records of disciplinary incidents in all students involved in the study, which indicates that the tutoring program seems to be effective in changing some normative behaviours in an educational context.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de
grau de mestre em Educação Social e Intervenção Comunitária
Keywords
Tutoria Clima social da escola Comportamento alunos Tutoring Social environment Students’ behaviour
Citation
Mendes, A. P. L. (2019). Tutorias: Projeto piloto numa escola TEIP do 1º ciclo do ensino básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9916