<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822017000300093</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v22i46.1091</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Clima escolar e suas implicações para o trabalho docente]]></article-title>
<article-title xml:lang="en"><![CDATA[School climate and its implications for teaching work]]></article-title>
<article-title xml:lang="es"><![CDATA[Clima escolar y sus implicaciones para el trabajo docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Peter Paul]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebolo]]></surname>
<given-names><![CDATA[Flavinês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado da Educação de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Dom Bosco  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>46</numero>
<fpage>93</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822017000300093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822017000300093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822017000300093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O texto apresenta os resultados de uma pesquisa realizada com o objetivo de analisar o clima escolar segundo a percep&#231;&#227;o dos professores de uma escola p&#250;blica do Munic&#237;pio de Campo Grande, MS e suas implica&#231;&#245;es para o trabalho docente. A pesquisa, de abordagem qualitativa descritiva, utilizou como procedimentos metodol&#243;gicos para a coleta de dados um question&#225;rio sobre clima escolar e entrevistas semiestruturadas. Participaram da pesquisa 24 professores. Os resultados mostram que o clima dessa escola tem caracter&#237;sticas de um clima aberto, isto &#233;, um ambiente de trabalho participativo, promotor do desenvolvimento profissional e do reconhecimento dos indiv&#237;duos. Foi poss&#237;vel identificar, tamb&#233;m, pelas falas dos professores, que existe uma rela&#231;&#227;o entre clima escolar e o trabalho docente. Ao se sentirem satisfeitos pela possibilidade de participa&#231;&#227;o nas decis&#245;es, ao serem reconhecidos pelo trabalho realizado e pela possibilidade de realizarem trabalhos coletivamente, os professores afirmam que est&#227;o mais motivados e que o trabalho &#233; realizado de forma mais prazerosa. A partir desses resultados, pode-se afirmar que, para esses professores, as dimens&#245;es que comp&#245;em o clima escolar t&#234;m implica&#231;&#245;es sobre o trabalho que realizam. Espera-se que as discuss&#245;es sobre a qualidade do ambiente de trabalho possam contribuir para melhorar a educa&#231;&#227;o, tanto no aspecto dos processos de ensino e aprendizagem como na valoriza&#231;&#227;o e bem-estar dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The text presents the results of a research carried out with the objective of analyzing the school climate according to the perception of the teachers of a public school of the Municipality of Campo Grande, MS and its implications for the teaching work. The qualitative descriptive approach used a questionnaire about school climate and semi-structured interviews as methodological procedures for data collection. Twenty-four teachers participated in the study. The results show that the climate of this school has the characteristics of an open climate, that is, a participative work environment, which promotes professional development and the recognition of individuals. It was possible to identify, also, by the teachers&#8217; statements, that there is a relationship between the school climate and the teaching work. When they are satisfied with the possibility of participation in the decisions, when they are recognized for the work done and for the possibility of doing work collectively, the teachers affirm that they are more motivated and that the work is carried out in a more pleasant way. From these results it can be stated that, for these teachers, the dimensions that make up the school climate have implications for the work they do. It is hoped that discussions on the quality of the work environment will contribute to improving education, both in the teaching and learning processes as well as in the appreciation and well-being of teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El texto presenta los resultados de una investigaci&#243;n realizada con el objetivo de analizar el clima escolar seg&#250;n la percepci&#243;n de los profesores de una escuela p&#250;blica del Municipio de Campo Grande, MS y sus implicaciones para el trabajo docente. La investigaci&#243;n, de abordaje cualitativo descriptivo, utiliz&#243; como procedimientos metodol&#243;gicos para la recolecci&#243;n de datos un cuestionario sobre clima escolar y entrevistas semiestructuradas. Participaron en la investigaci&#243;n 24 profesores. Los resultados muestran que el clima de esta escuela tiene caracter&#237;sticas de un clima abierto, es decir, un ambiente de trabajo participativo, promotor del desarrollo profesional y del reconocimiento de los individuos. Es posible identificar, tambi&#233;n, por las palabras de los profesores, que existe una relaci&#243;n entre clima escolar y el trabajo docente. Al sentirse satisfechos por la posibilidad de participar en las decisiones, al ser reconocidos por el trabajo realizado y por la posibilidad de realizar trabajos colectivamente, los profesores afirman que est&#225;n m&#225;s motivados y que el trabajo se realiza de forma m&#225;s placentera. A partir de esos resultados se puede afirmar que, para esos profesores, las dimensiones que componen el clima escolar tienen implicaciones sobre el trabajo que realizan. Se espera que las discusiones sobre la calidad del ambiente de trabajo puedan contribuir a mejorar la educaci&#243;n, tanto en el aspecto de los procesos de ense&#241;anza y aprendizaje, como en la valorizaci&#243;n y el bienestar de los profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[clima escolar]]></kwd>
<kwd lng="pt"><![CDATA[trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar docente]]></kwd>
<kwd lng="en"><![CDATA[school climate]]></kwd>
<kwd lng="en"><![CDATA[teaching work]]></kwd>
<kwd lng="en"><![CDATA[teacher well-being]]></kwd>
<kwd lng="es"><![CDATA[clima escolar]]></kwd>
<kwd lng="es"><![CDATA[trabajo de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[bienestar de los docentes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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