Contenido principal del artículo

Odete Cadete
Universidade do Minho
Portugal
https://orcid.org/0000-0001-7763-961X
Biografía
Célia Oliveira
Universidade Lusófona do Porto
Portugal
https://orcid.org/0000-0002-8252-7337
João Lopes
Universidade do Minho
Portugal
https://orcid.org/0000-0001-5005-120X
Vol. 7 Núm. 1 (2020), Artículos, Páginas 25-36
DOI: https://doi.org/10.17979/reipe.2020.7.1.5670
Recibido: jul 31, 2019 Aceptado: may 11, 2020 Publicado: jul 1, 2020
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Resumen

A indisciplina nas escolas e os comportamentos desafiadores dos alunos constituem uma das principais preocupações dos professores, administradores e pais. Esta investigação visa comparar as percepções de indisciplina em salas de aula do ensino primário e secundário em estabelecimentos de ensino públicos e privados de Angola e Portugal. Participaram no estudo 1600 professores: 800 professores angolanos (493 homens e 307 mulheres) e 800 professores portugueses (181 homens e 619 mulheres). Os professores angolanos reportaram alguns tipos de comportamentos com maior frequência, como intervir fora de vez, agressão verbal, desrespeito ao professor, enquanto que os professores portugueses indicaram o comportamento de desatenção como o mais frequente. As percepções de indisciplina diferem também em função do tipo de escola, do género e experiência profissional. Considerando que Angola saiu recentemente de décadas de guerra, enfrenta problemas cujo impacto na disciplina nas salas de aula não é suficientemente conhecido. Pretende-se que este estudo seja inovador em Angola, e que possa assumir uma dimensão transcultural, nomeadamente através da comparação de algumas variáveis e tipos de indisciplina com países como Portugal.

Detalles del artículo

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