Author(s): Leitão, Maria de Fátima Henriques Matos
Date: 2011
Persistent ID: http://hdl.handle.net/10400.2/1864
Origin: Repositório Aberto da Universidade Aberta
Subject(s): Educação; Alunos; Relações escola-aluno; Relações professor-aluno; Participação dos alunos; Relações interpessoais; Interação social; Construtivismo; Interpersonal relations in the school; Ethnography of the communication; School ethnography; Interpersonal relations and social constructivism
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
A mudança a que temos assistido no estilo de vida das famílias, ao longo do último século, levou à permanência das crianças na escola durante a maior parte do dia. Grande parte dos alunos de hoje permanece mais tempo na escola, com o seu grupo de pares, do que com a família. Perante a constatação desta realidade, nesta investigação propusemo-nos estudar as interacções dos alunos nas escolas Básicas Integradas de Oeiras e conhecer o seu posicionamento em relação aos professores, aos colegas, à escola e ao grau de envolvimento dos Encarregados de Educação na escola. Nesta pesquisa optámos por uma abordagem metodológica qualitativa porque nos interessava a descrição e interpretação da cultura de um grupo específico de alunos do 1º, 2º e 3º ciclos do ensino básico. Os instrumentos que privilegiámos na recolha de dados foram a entrevista semi-estruturada, a observação e a análise documental das pautas de avaliação dos alunos entrevistados. Para o tratamento das entrevistas, usámos um software específico, Nvivo8, que nos permitiu a organização, de forma clara e lógica, da informação recolhida, facilitando a análise e tratamento de dados. Da análise e discussão de dados surge um conjunto de dimensões de natureza social, relacional e cognitiva de grande importância no processo de ensino-aprendizagem. No campo das relações interpessoais, os aspectos afectivos – sociais do contexto escolar assumem-se como a dimensão mais relevante para o desenvolvimento da aprendizagem e a aquisição de competências sociais. Dos resultados obtidos, extraímos a proposta de que é fundamental aprofundar esta via de investigação no futuro, esperando que esta contribua para o conhecimento mais amplo sobre as interacções sociais em contexto escolar e o conhecimento do papel da escola e da supervisão pedagógica que nesta se pratica, nos processos de socialização e de aprendizagem dos alunos.The family‟s lifestyle changes we have been watching during the past century, leaded to the kids permanency in schools for a great part of the day. A great part of today‟s students spend more time at school, with his colleagues than with family. Facing this reality, in this investigation we propose ourselves to study the pupil‟s interactions on the Oeiras Basic Integrated Schools and know their position related to teachers, colleagues, school and Educational Handlers grade of involvement within school. On this research we opted for doing a qualitative methodological approach because we are interested in the culture description and interpretation of a specific group of students from the 1st, 2nd and 3rd Cycles of Basic Teaching. The instruments we have privileged in the data gathering were semi-structured interviews and the documental analysis and observation of the interviewed students‟ evaluation grades. For the interviews treatment was used a specific software, Nvivo8, which permitted the retired information organization, in a simple and logical way, facilitating the data analysis and treatment. From analysis and data discussion comes a set of dimensions with social, relational and cognitive importance in the teaching-learning process. On the field of interpersonal relationships, emotional aspects - social on the school context – become the dimension most relevant to the development and the acquisition of social skills. Of the obtained results, we extract the proposal of how important is to deepen this basic of investigation in the future, hoping that this one contributes to the most spacious knowledge on the social interactions in school context and the knowledge of the school paper and pedagogic supervision that in this it practices, on the processes of socialization and pupils apprenticeship.
The family‟s lifestyle changes we have been watching during the past century, leaded to the kids permanency in schools for a great part of the day. A great part of today‟s students spend more time at school, with his colleagues than with family. Facing this reality, in this investigation we propose ourselves to study the pupil‟s interactions on the Oeiras Basic Integrated Schools and know their position related to teachers, colleagues, school and Educational Handlers grade of involvement within school. On this research we opted for doing a qualitative methodological approach because we are interested in the culture description and interpretation of a specific group of students from the 1st, 2nd and 3rd Cycles of Basic Teaching. The instruments we have privileged in the data gathering were semi-structured interviews and the documental analysis and observation of the interviewed students‟ evaluation grades. For the interviews treatment was used a specific software, Nvivo8, which permitted the retired information organization, in a simple and logical way, facilitating the data analysis and treatment. From analysis and data discussion comes a set of dimensions with social, relational and cognitive importance in the teaching-learning process. On the field of interpersonal relationships, emotional aspects - social on the school context – become the dimension most relevant to the development and the acquisition of social skills. Of the obtained results, we extract the proposal of how important is to deepen this basic of investigation in the future, hoping that this one contributes to the most spacious knowledge on the social interactions in school context and the knowledge of the school paper and pedagogic supervision that in this it practices, on the processes of socialization and pupils apprenticeship.
