João Amado, Isabel Freire

A indisciplina na escola - uma revisão da investigação portuguesa

Introduction

A indisciplina na escola - uma revisão da investigação portuguesa. Revisão da investigação portuguesa sobre indisciplina e violência na escola nas últimas duas décadas. Analisa o papel do aluno e do professor na organização e clima escolar.

Abstract

Damos conta, neste artigo, da investigação que, em torno da temática da indisciplina e da violência na escola e na aula tem vindo a ser realizada no nosso país nas últimas duas décadas. Na primeira parte do texto apresentamos uma reflexão de carácter metodológico e epistemológico acerca da investigação já realizada, à qual se segue uma tentativa de articulação da informação produzida, tomando como eixos orientadores o conhecimento acerca do aluno, considerado na sua singularidade ou contexto grupal, e o conhecimento acerca do professor, enquanto pessoa e enquanto profissional corresponsável pela organização e clima humano no interior da escola e pela consecução dos objetivos do sistema educativo.

Review

This article, "A indisciplina na escola - uma revisão da investigação portuguesa," immediately signals its significant relevance and scope within educational research. A systematic review of national research on school indiscipline and violence is a critical undertaking, particularly when focused on a specific linguistic and cultural context like Portugal. The abstract clearly establishes the paper's intent to synthesize two decades of research in this domain, offering a valuable contribution to understanding the unique challenges and scholarly perspectives prevalent in Portuguese schools. Such a review is indispensable for mapping the intellectual landscape, identifying key findings, and informing policy and practice within the national educational system. The methodological approach outlined in the abstract appears robust and well-structured. The commitment to providing a "reflection of a methodological and epistemological character" in the initial section is commendable, suggesting a critical engagement with the existing body of knowledge rather than a mere descriptive compilation. Furthermore, the decision to organize the synthesis around two pivotal axes—knowledge pertaining to the student (individually and in group contexts) and knowledge concerning the teacher (as a professional and an individual responsible for school climate)—demonstrates a comprehensive understanding of the multi-faceted nature of indiscipline. This dual focus promises a nuanced exploration of both student agency and the crucial role of educators in shaping school environments. While the abstract effectively outlines the article's structure and thematic scope, a full reading would be necessary to assess the depth of its critical analysis and the practical implications derived. One would expect the "methodological and epistemological reflection" to not only describe but also critically evaluate the predominant research methods and theoretical frameworks employed in Portuguese studies, highlighting their strengths and limitations. Similarly, beyond merely articulating information, a truly impactful review would identify significant gaps in the existing literature, emerging trends, or even contradictions, ultimately proposing clear directions for future research and offering actionable recommendations for educators and policymakers. The article holds great promise to be a foundational reference for anyone working on indiscipline in the Portuguese educational context.

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