Daniel Abud Seabra Matos

As percepções dos estudantes mineiros sobre a incidência de comportamentos de indisciplina em sala de aula: um estudo baseado nos dados do SIMAVE/PROEB 2007

The paper derives from a survey research, which investigated the perceptions of students’ from public schools of Minas Gerais about the incidence of undisciplined behaviors in the classroom and analyze the role of potential contributing factors (e.g., educational level, sex of the students, socioeconomic status, educational gap, proficiency in Portuguese and mathematics, and teachers’ pedagogical practices). We used the Assessment Program of the Primary Public Education (2007) database, which is part of the Public Education Assessment System of Minas Gerais (SIMAVE). Students enrolled in the 5th year (N = 307.386), 9th year (N = 251.354), and 12th year (N = 156.906) of schooling participated. Highlight results include: undisciplined behaviors in the classroom; there was a strong relationship between indiscipline and teachers’ pedagogical practices and academic failure; while there was a weak association between indiscipline and socioeconomic status. The results reinforce the centrality of indiscipline in education.El articulo es fruto de una investigacion que utiliza survey, la cual investigo las percepciones de los estudiantes de escuelas publicas de Minas Gerais respecto a las incidencias de los comportamientos disruptivos en el aula y analizo como ciertos factores se asocian con conductas disruptivas: el nivel de ensenanza, el sexo de los estudiantes, el nivel socioeconomico, la brecha educacional, la competencia en lengua portuguesa y en matematicas y las practicas pedagogicas de los maestros. Utilizamos el Programa de Evaluacion de la Educacion Publica Basica (2007), que es una parte del Sistema Mineiro de Evaluacion de la Educacion Publica (SIMAVE). Participaron todos los estudiantes del 5 o ano (N = 307.386), del 9o ano (N = 251.354) y del 12o ano (N = 156.906). Las principales conclusiones son: conductas disruptivas en el aula; fuerte relacion entre el fracaso escolar y la indisciplina, asociacion baja entre las conductas disruptivas y el nivel socioeconomico; fuerte relacion entre las practicas pedagogicas de los docentes y la indisciplina. Los resultados refuerzan la influencia de la indisciplina en la educacion escolar.

An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students

The Teacher Communication Behavior Questionnaire (TCBQ) has been used atdifferent levels of education in many countries. The TCBQ measures students’perceptions of science teachers’ communication behavior and was translated into Portuguese in accordance with ITC test adaptation standards. Validity evidence for the Brazilian version of the TCBQ was obtained with a sample of 414 secondary students. The internal consistency of the TCBQ was adequate, and adequate fit of the original factor model was found through confirmatory factor analysis. The Brazilian data exhibited inter-factor correlations similar in value and direction to previous international studies. We found statistically significant differences between school type and subject matter that were consistent with previous studies.

Impactos das práticas familiares sobre a proficiência em Língua Portuguesa e Matemática no Ensino Fundamental

O objetivo do estudo aqui relatado e investigar o impacto de recursos e praticas familiares no desempenho escolar de alunos dos anos iniciais do Ensino Fundamental. Selecionaram-se 299 alunos que participaram do GERES 2005, aos quais se aplicou um questionario com 145 questoes. Empregaram-se metodos quantitativos: modelagem de equacoes estruturais. Dentre os principais resultados, destaca-se que os fatores capital cultural objetivado, capital informacional, praticas de escrita e interacao pais e filhos foram impactados pelo nivel socioeconomico; as praticas de escrita foram a variavel de maior impacto no desempenho em portugues; e o capital informacional, o fator de maior impacto em matematica. Ocorreu vantagem significativa das escolas privadas no que se refere a proficiencia dos alunos; e a matematica se mostrou mais diretamente dependente do tipo de escola

Repetência e indisciplina: evidências de Brasil e Portugal no Pisa 2012

Los principales objetivos de este trabajo son analizar la repitencia en Brasil y Portugal a traves de los datos del Programa para la Evaluacion Internacional de Estudiantes [Programme for International Student Assessment] -Pisa 2012 y aplicar un modelo de regresion logistica multinivel en el que la repitencia sea la variable dependiente, en el sentido de identificar caracteristicas de estudiantes y escuelas asociadas con la probabilidad de repitencia a fin de estimar la variabilidad a traves de las escuelas. Entre los principales resultados, la contribucion mas significativa de este estudio es la de explicitar una clara asociacion entre la repitencia y la indisciplina escolar. Es necesario seguir trabajando sobre la base de datos longitudinales para investigar en detalle las caracteristicas de los estudiantes y las escuelas asociadas con el cambio educativo, que influyen en la probabilidad de repitencia.

Las percepciones de los estudiantes mineiros sobre la incidencia de los comportamientos disruptivos en clase: un estudio basado en datos de SIMAVE/PROEB 2007

The paper derives from a survey research, which investigated the perceptions of students’ from public schools of Minas Gerais about the incidence of undisciplined behaviors in the classroom and analyze the role of potential contributing factors (e.g., educational level, sex of the students, socioeconomic status, educational gap, proficiency in Portuguese and mathematics, and teachers’ pedagogical practices). We used the Assessment Program of the Primary Public Education (2007) database, which is part of the Public Education Assessment System of Minas Gerais (SIMAVE). Students enrolled in the 5th year (N = 307.386), 9th year (N = 251.354), and 12th year (N = 156.906) of schooling participated. Highlight results include: undisciplined behaviors in the classroom; there was a strong relationship between indiscipline and teachers’ pedagogical practices and academic failure; while there was a weak association between indiscipline and socioeconomic status. The results reinforce the centrality of indiscipline in education.El articulo es fruto de una investigacion que utiliza survey, la cual investigo las percepciones de los estudiantes de escuelas publicas de Minas Gerais respecto a las incidencias de los comportamientos disruptivos en el aula y analizo como ciertos factores se asocian con conductas disruptivas: el nivel de ensenanza, el sexo de los estudiantes, el nivel socioeconomico, la brecha educacional, la competencia en lengua portuguesa y en matematicas y las practicas pedagogicas de los maestros. Utilizamos el Programa de Evaluacion de la Educacion Publica Basica (2007), que es una parte del Sistema Mineiro de Evaluacion de la Educacion Publica (SIMAVE). Participaron todos los estudiantes del 5 o ano (N = 307.386), del 9o ano (N = 251.354) y del 12o ano (N = 156.906). Las principales conclusiones son: conductas disruptivas en el aula; fuerte relacion entre el fracaso escolar y la indisciplina, asociacion baja entre las conductas disruptivas y el nivel socioeconomico; fuerte relacion entre las practicas pedagogicas de los docentes y la indisciplina. Los resultados refuerzan la influencia de la indisciplina en la educacion escolar.

Students' perceptions about the incidence of undisciplined behaviors in the classroom: a study based on data from SIMAVE/PROEB 2007

The paper derives from a survey research, which investigated the perceptions of students’ from public schools of Minas Gerais about the incidence of undisciplined behaviors in the classroom and analyze the role of potential contributing factors (e.g., educational level, sex of the students, socioeconomic status, educational gap, proficiency in Portuguese and mathematics, and teachers’ pedagogical practices). We used the Assessment Program of the Primary Public Education (2007) database, which is part of the Public Education Assessment System of Minas Gerais (SIMAVE). Students enrolled in the 5th year (N = 307.386), 9th year (N = 251.354), and 12th year (N = 156.906) of schooling participated. Highlight results include: undisciplined behaviors in the classroom; there was a strong relationship between indiscipline and teachers’ pedagogical practices and academic failure; while there was a weak association between indiscipline and socioeconomic status. The results reinforce the centrality of indiscipline in education.El articulo es fruto de una investigacion que utiliza survey, la cual investigo las percepciones de los estudiantes de escuelas publicas de Minas Gerais respecto a las incidencias de los comportamientos disruptivos en el aula y analizo como ciertos factores se asocian con conductas disruptivas: el nivel de ensenanza, el sexo de los estudiantes, el nivel socioeconomico, la brecha educacional, la competencia en lengua portuguesa y en matematicas y las practicas pedagogicas de los maestros. Utilizamos el Programa de Evaluacion de la Educacion Publica Basica (2007), que es una parte del Sistema Mineiro de Evaluacion de la Educacion Publica (SIMAVE). Participaron todos los estudiantes del 5 o ano (N = 307.386), del 9o ano (N = 251.354) y del 12o ano (N = 156.906). Las principales conclusiones son: conductas disruptivas en el aula; fuerte relacion entre el fracaso escolar y la indisciplina, asociacion baja entre las conductas disruptivas y el nivel socioeconomico; fuerte relacion entre las practicas pedagogicas de los docentes y la indisciplina. Los resultados refuerzan la influencia de la indisciplina en la educacion escolar.