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(PDF) Ambiente psicossociológico da sala de aula e rendimento escolar
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window.loswp.work = {"work":{"id":107618232,"created_at":"2023-10-05T00:28:03.671-07:00","from_world_paper_id":241351454,"updated_at":"2024-11-23T04:01:19.514-08:00","_data":{"grobid_abstract":"RESUMO Esta investigação procurou analisar a influência do ambiente da sala de aula nos comportamento disruptivos dos alunos, assim como o impacto destes no rendimento escolar. Da amostra fazem parte 217 alunos do 3.º Ciclo do Ensino Básico do centro do Porto. Aplicou-se a Escala da Disrupção Escolar Professada pelos alunos (EDEP) e a Escala do Ambiente Psicossociológico da Sala de Aula (APSA). Poder-se-á inferir dos resultados que os alunos que percepcionam o ambiente da sala de aula como mais positivo são os que manifestam menos comportamentos disruptivos, bem como obtêm melhores notas. PALAVRAS-CHAVE Comportamento disruptivo; Sucesso académico; Ambiente da sala de aula.","publication_date":"2010,,","grobid_abstract_attachment_id":"106235924"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"low","language":"pt","title":"Ambiente psicossociológico da sala de aula e rendimento escolar","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [83286285]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":106235924,"attachmentType":"pdf"}"><img alt="First page of “Ambiente psicossociológico da sala de aula e rendimento escolar”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/106235924/mini_magick20231005-1-iwdvgb.png?1696509416" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Ambiente psicossociológico da sala de aula e rendimento escolar</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="83286285" href="https://independent.academia.edu/Louren%C3%A7oAb%C3%ADlioAfonso"><img alt="Profile image of Abílio Afonso Lourenço" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Abílio Afonso Lourenço</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2010</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">14 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 107618232; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">RESUMO Esta investigação procurou analisar a influência do ambiente da sala de aula nos comportamento disruptivos dos alunos, assim como o impacto destes no rendimento escolar. Da amostra fazem parte 217 alunos do 3.º Ciclo do Ensino Básico do centro do Porto. Aplicou-se a Escala da Disrupção Escolar Professada pelos alunos (EDEP) e a Escala do Ambiente Psicossociológico da Sala de Aula (APSA). Poder-se-á inferir dos resultados que os alunos que percepcionam o ambiente da sala de aula como mais positivo são os que manifestam menos comportamentos disruptivos, bem como obtêm melhores notas. PALAVRAS-CHAVE Comportamento disruptivo; Sucesso académico; Ambiente da sala de aula.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":106235924,"attachmentType":"pdf","workUrl":"https://www.academia.edu/107618232/Ambiente_psicossociol%C3%B3gico_da_sala_de_aula_e_rendimento_escolar"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":106235924,"attachmentType":"pdf","workUrl":"https://www.academia.edu/107618232/Ambiente_psicossociol%C3%B3gico_da_sala_de_aula_e_rendimento_escolar"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Da amostra fazem parte 217 alunos do 3.º Ciclo do Ensino Básico do centro do Porto. Aplicou-se a Escala da Disrupção Escolar Professada pelos alunos (EDEP) e a Escala do Ambiente Psicossociológico da Sala de Aula (APSA). Poder-se-á inferir dos resultados que os alunos que percepcionam o ambiente da sala de aula como mais positivo são os que manifestam menos comportamentos disruptivos, bem como obtêm melhores notas. PALAVRAS-CHAVE Comportamento disruptivo; Sucesso académico; Ambiente da sala de aula.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ambiente psicossociológico da sala de aula e rendimento escolar: um estudo de caso","attachmentId":106518827,"attachmentType":"pdf","work_url":"https://www.academia.edu/107618221/Ambiente_psicossociol%C3%B3gico_da_sala_de_aula_e_rendimento_escolar_um_estudo_de_caso","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/107618221/Ambiente_psicossociol%C3%B3gico_da_sala_de_aula_e_rendimento_escolar_um_estudo_de_caso"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="17214970" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17214970/Ambiente_psicossociol%C3%B3gico_da_sala_de_aula_e_rendimento_acad%C3%A9mico_um_estudo_de_caso">Ambiente psicossociológico da sala de aula e rendimento académico: um estudo de caso</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="16222397" href="https://uminho.academia.edu/Ab%C3%ADlioLouren%C3%A7o">Abílio A Lourenço</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This research sought to examine the influence of the classroom environment upon disruptive behaviors, as well as the influence of these behaviors on academic achievement. A sample of 217 middle school students was selected in Oporto. We used the Disruptive Behavior Scale Professed by Students (DBS-PS) and the Psychossociological Environment of the Classroom (APSA) scale. It can be inferred that the students who perceive the classroom environment as more positive are the ones who show less disruptive behaviors and, as a result, they get better grades.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ambiente psicossociológico da sala de aula e rendimento académico: um estudo de caso","attachmentId":39374711,"attachmentType":"pdf","work_url":"https://www.academia.edu/17214970/Ambiente_psicossociol%C3%B3gico_da_sala_de_aula_e_rendimento_acad%C3%A9mico_um_estudo_de_caso","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17214970/Ambiente_psicossociol%C3%B3gico_da_sala_de_aula_e_rendimento_acad%C3%A9mico_um_estudo_de_caso"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="85014779" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/85014779/Ambiente_de_aprendizagem_em_sala_de_aula_e_Desempenho_escolar">Ambiente de aprendizagem em sala de aula e Desempenho escolar</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="116507137" href="https://unicamp.academia.edu/NathalieMuelleZ%C3%BA%C3%B1iga">Nathalie Muelle Zúñiga</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revista Electrónica Educare</p><p class="ds-related-work--abstract ds2-5-body-sm">Objetivo. Investigar e comparar as percepções de estudantes com níveis diferentes de desempenho escolar, no que diz respeito à harmonia e cooperação entre os pares, participação e envolvimento com a aprendizagem e apoio da equipe de professores. Metodologia. Foram constituídos 04 grupos que representavam níveis diferentes de desempenho escolar. A amostra foi composta por 152 estudantes, provenientes de uma escola de ensino fundamental, de um município do Brasil. O grupo cursava do 6º ao 9º ano escolar, com idades entre 11 e 15 anos (M=12.65; DP=1.34), com um total de 101 (66.40%) participantes do sexo feminino. Resultados. Os resultados revelaram que houve diferenças significativas entre as percepções de participação e envolvimento com a aprendizagem do grupo de estudantes e o apoio da equipe docente e essas diferenças foram mais positivas para estudantes que tiveram melhor desempenho. Conclusões. Em geral, observou-se diferenças na percepção do grupo de estudantes sobre o ambiente ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ambiente de aprendizagem em sala de aula e Desempenho escolar","attachmentId":89846092,"attachmentType":"pdf","work_url":"https://www.academia.edu/85014779/Ambiente_de_aprendizagem_em_sala_de_aula_e_Desempenho_escolar","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/85014779/Ambiente_de_aprendizagem_em_sala_de_aula_e_Desempenho_escolar"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="123512552" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/123512552/Viol%C3%AAncia_psic%C3%B3logica_no_cotidiano_escolar">Violência psicólogica no cotidiano escolar</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="272583916" href="https://independent.academia.edu/OstiAndreia">Andreia Osti</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Psicologia da Educação, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">A pesquisa identificou e analisou a representação de 115 alunos do Ensino Fundamental I de duas escolas públicas de Minas Gerais acerca da violência no contexto escolar. Especificamente buscou-se verificar a respeito da violência psicológica na modalidade humilhação presente na relação educacional entre professores e alunos. A metodologia englobou observação do cotidiano da sala de aula e uma entrevista semiestruturada. Os resultados indicam que a maioria dos alunos apresenta uma representação da violência vinculada à verificação de agressões físicas, isto é, a representação da violência está ancorada à violência física, tal como em atos de bater, chutar, machucar, brigar, empurrar, esfaquear. Devido a estas representações, notou-se que a violência psicológica é pouco percebida pelos discentes, visto não haver atos físicos visíveis e pela representação de que um professor não age com violência, tendo seus atos explicados e justificados como parte do processo de ensino, o que inclui as atitudes agressivas e humilhantes, em alguns casos, vindas deste profissional.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Violência psicólogica no cotidiano escolar","attachmentId":117926743,"attachmentType":"pdf","work_url":"https://www.academia.edu/123512552/Viol%C3%AAncia_psic%C3%B3logica_no_cotidiano_escolar","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/123512552/Viol%C3%AAncia_psic%C3%B3logica_no_cotidiano_escolar"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="17214953" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17214953/Disrup%C3%A7%C3%A3o_escolar_no_3o_Ciclo_do_Ensino_B%C3%A1sico_influ%C3%AAncia_do_ambiente_psicossociol%C3%B3gico_da_sala_de_aula">Disrupção escolar no 3º Ciclo do Ensino Básico: influência do ambiente psicossociológico da sala de aula</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="16222397" href="https://uminho.academia.edu/Ab%C3%ADlioLouren%C3%A7o">Abílio A Lourenço</a></div><p class="ds-related-work--abstract ds2-5-body-sm">... .A justificação pessoal da escolha do tema resulta, assim, de uma experiência pessoal, ao longo de três décadas, como professor dos Ensinos Básico e Secundário e da necessidade sentida em alargar o campo de conhecimentos nesta área de investigação. Neste decurso, foi crescendo e interiorizada a consciência da importância do estudo dos comportamentos disruptivos dos alunos do Ensino Básico no ambiente de sala de aula, como elemento facilitador do sucesso escolar. Equipar os alunos com competências para poderem enfrentar os desafios da escolaridade sempre foi um objectivo do meu agir educativo. Este trabalho de investigação deu-me oportunidade de conhecer de uma forma mais aprofundada os conceitos e, em consequência, intencionalizar as práticas. A escolha de alunos do 3.º Ciclo do Ensino Básico para a realização desta pesquisa, prende-se pelo facto de considerar que é neste ciclo de estudos onde se operam importantes transformações cognitivas, afectivas e motivacionais. Esta é uma...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Disrupção escolar no 3º Ciclo do Ensino Básico: influência do ambiente psicossociológico da sala de aula","attachmentId":39390448,"attachmentType":"pdf","work_url":"https://www.academia.edu/17214953/Disrup%C3%A7%C3%A3o_escolar_no_3o_Ciclo_do_Ensino_B%C3%A1sico_influ%C3%AAncia_do_ambiente_psicossociol%C3%B3gico_da_sala_de_aula","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17214953/Disrup%C3%A7%C3%A3o_escolar_no_3o_Ciclo_do_Ensino_B%C3%A1sico_influ%C3%AAncia_do_ambiente_psicossociol%C3%B3gico_da_sala_de_aula"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="76518684" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/76518684/Clima_De_Sala_De_Aula_Nos_Anos_Iniciais_Do_Ensino_Fundamental">Clima De Sala De Aula Nos Anos Iniciais Do Ensino Fundamental</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29864437" href="https://independent.academia.edu/JTortella">Jussara Cristina Barboza Tortella</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Cadernos de Pesquisa, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Desenvolvido em uma escola pública do município de Campinas (SP), o presente estudo é recorte de uma pesquisa de mestrado e possui como objetivo investigar se houve melhorias no clima de sala de aula do Ensino Fundamental, mais especificamente no que diz respeito às relações sociais e os conflitos em sala de aula, a partir de um projeto de intervenção visando à autorregulação da aprendizagem e à qualidade das relações interpessoais. Trata-se de uma pesquisa de abordagem quali-quantitativa de caráter explicativo, na qual foi utilizado o método quase-experimental de grupo único com 23 e 19 alunos do 4º e 5º ano respectivamente. Foram utilizados os seguintes instrumentos de pesquisa: intervenção, questionário e observação sistemática. A partir da análise qualitativa verificou-se que o projeto de intervenção contribuiu para a melhoria do clima de sala de aula, em especial no que tange às relações sociais e os conflitos em sala de aula. Contudo, a análise quantitativa mostrou que estatis...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Clima De Sala De Aula Nos Anos Iniciais Do Ensino Fundamental","attachmentId":84202634,"attachmentType":"pdf","work_url":"https://www.academia.edu/76518684/Clima_De_Sala_De_Aula_Nos_Anos_Iniciais_Do_Ensino_Fundamental","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/76518684/Clima_De_Sala_De_Aula_Nos_Anos_Iniciais_Do_Ensino_Fundamental"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="32401776" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/32401776/Influ%C3%AAncia_do_professor_e_do_ambiente_em_sala_de_aula_sobre_a_profici%C3%AAncia_alcan%C3%A7ada_pelos_alunos_avaliados_no_Simave_2002">Influência do professor e do ambiente em sala de aula sobre a proficiência alcançada pelos alunos avaliados no Simave-2002</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="55221820" href="https://independent.academia.edu/TufiMachadoSoares">Tufi Machado Soares</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Estudos em Avaliação Educacional, 2003</p><p class="ds-related-work--abstract ds2-5-body-sm">Em geral os sistemas de avaliação educacional mantêm um mesmo objetivo prioritário de encontrar mecanismos para melhorar a qualidade do ensino oferecido à sociedade. Além de identificar resultados da aprendizagem dos alunos, avalia-se o conjunto do sistema educacional. Dentro desse contexto o Sistema Mineiro de Avaliação da Educação Pública (Simave) foi instituído pela Secretaria de Estado de Educação no ano de 2000. Os dados do contexto escolar mineiro que são disponibilizados pelo Simave-2002 estão agrupados hierarquicamente, ou seja, os alunos estão agrupados em turmas, que se agrupam em escolas. O presente estudo empregou modelos hierárquicos (multinível) com o objetivo de avaliar o impacto que características do professor e do ambiente em sala de aula apresentam sobre a proficiência dos alunos das 4ª séries do Ensino Fundamental que fizeram os testes de Língua Portuguesa do Simave-2002. Buscando investigar os fatores que atuam na diferenciação entre as proficiências dos alunos foram considerados os modelos com os níveis de hierarquia: aluno (nível 1) e turma (nível 2). Foi encontrada explicação para uma grande proporção da variação dos escores alcançados pelos alunos quando aspectos relativos à sala de aula são considerados na modelagem. Palavras-chave: avaliação educacional, modelo hierárquico, efeito da sala de aula. de los alumnos de la "4ª. série" (4º. Grado) de la enseñanza fundamental que hicieron los exámenes de lengua portuguesa del SIMAVE -2002. Al investigar los factores que actúan en las diferencias entre las calificaciones de los alumnos se siguieron los modelos para dos niveles jerárquicos: alumno (categoría 1) y clase (categoría 2). Se encontró una explicación para una grande parte de la variación entre las puntuaciones alcanzadas por los alumnos cuando aspectos relativos a la clase fueron considerados en los modelos. Palabras-clave: evaluación educacional, modelo jerárquico, efecto de la clase.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Influência do professor e do ambiente em sala de aula sobre a proficiência alcançada pelos alunos avaliados no Simave-2002","attachmentId":52600481,"attachmentType":"pdf","work_url":"https://www.academia.edu/32401776/Influ%C3%AAncia_do_professor_e_do_ambiente_em_sala_de_aula_sobre_a_profici%C3%AAncia_alcan%C3%A7ada_pelos_alunos_avaliados_no_Simave_2002","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/32401776/Influ%C3%AAncia_do_professor_e_do_ambiente_em_sala_de_aula_sobre_a_profici%C3%AAncia_alcan%C3%A7ada_pelos_alunos_avaliados_no_Simave_2002"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="11330558" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/11330558/ambiente_nao_escolar">ambiente nao escolar</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27455590" href="https://independent.academia.edu/DussemaiaHolanda">Dussemaia Holanda</a></div><p class="ds-related-work--abstract ds2-5-body-sm">O artigo busca analisar o significado do cooperativismo e do associativismo no espaço agrário brasileiro investigando o momento histórico em que estas formas de organizações surgiram e as intenções do Estado ao atuar como instrumentalizador das ações dessas organizações. Buscou-se compreender o surgimento do cooperativismo moderno na Europa do século XIX, sua influência nas formas de organizações sociais no Brasil e o ideário associativista como forma de controle social. Para fundamentar esta discussão, utilizou-se como encaminhamento metodológico pesquisa bibliográfica baseada em livros, artigos científicos e sites voltados para o tema em questão. Observou-se que a trajetória dessas organizações, em consonância com o desenvolvimento do capitalismo, permitiu ao cooperativismo/associativismo assimilar as características do sistema capitalista, e hoje estas organizações possuem seus objetivos diretamente ligados à ampliação, acumulação e reprodução do capital, perdendo os ideais iniciais do movimento. Palavras-chave: Território. Cooperativas e associações rurais. Teoria do Estado.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ambiente nao escolar","attachmentId":36902572,"attachmentType":"pdf","work_url":"https://www.academia.edu/11330558/ambiente_nao_escolar","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/11330558/ambiente_nao_escolar"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="17214922" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17214922/Ambiente_da_sala_de_aula_Um_estudo_de_caso">Ambiente da sala de aula: Um estudo de caso</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="16222397" href="https://uminho.academia.edu/Ab%C3%ADlioLouren%C3%A7o">Abílio A Lourenço</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32791979" href="https://uminho.academia.edu/OlimpiaPaiva">Olimpia Paiva</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educação e Filosofia, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">Resumo Das várias possibilidades de abordagem da sala de aula, a análise do ambiente de aprendizagem tem sido uma das opções de trabalho no campo educacional. Esta investigação tem como finalidade comprovar se o ambiente da sala de aula, bem como ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ambiente da sala de aula: Um estudo de caso","attachmentId":41876992,"attachmentType":"pdf","work_url":"https://www.academia.edu/17214922/Ambiente_da_sala_de_aula_Um_estudo_de_caso","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17214922/Ambiente_da_sala_de_aula_Um_estudo_de_caso"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="17214928" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17214928/Rendimento_acad%C3%A9mico_influ%C3%AAncia_do_autoconceito_e_do_ambiente_de_sala_de_aula">Rendimento académico: influência do autoconceito e do ambiente de sala de aula</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="16222397" href="https://uminho.academia.edu/Ab%C3%ADlioLouren%C3%A7o">Abílio A Lourenço</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="48473493" href="https://independent.academia.edu/EscolaHerculano">Escola Herculano</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32791979" href="https://uminho.academia.edu/OlimpiaPaiva">Olimpia Paiva</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Psicologia: Teoria e Pesquisa, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">RESUMO -Este trabalho tem como objectivo verificar se o autoconceito dos alunos, avaliado pela escala PHCSCS-2, e o ambiente da sala de aula, analisado pela escala APSA, são relevantes na explicação do rendimento académico. Participaram 217 alunos (112 rapazes e 105 raparigas) do 3.º Ciclo do Ensino Básico, de uma escola pública do norte de Portugal. Para o tratamento dos dados recorreu-se a modelos de equações estruturais. Constatou-se que o autoconceito e o ambiente de sala de aula têm um impacto positivo e significativo no rendimento académico dos alunos (Língua Portuguesa e Matemática), bem como o autoconceito afecta positivamente esse mesmo ambiente. São discutidas implicações educativas dos resultados.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Rendimento académico: influência do autoconceito e do ambiente de sala de aula","attachmentId":39374681,"attachmentType":"pdf","work_url":"https://www.academia.edu/17214928/Rendimento_acad%C3%A9mico_influ%C3%AAncia_do_autoconceito_e_do_ambiente_de_sala_de_aula","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17214928/Rendimento_acad%C3%A9mico_influ%C3%AAncia_do_autoconceito_e_do_ambiente_de_sala_de_aula"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":106235924,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":106235924,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_106235924" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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