<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782021000100204</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782021260008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de estudiantes y profesores jefes sobre la eficacia de sanciones formativas: estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[PERCEPTION OF STUDENTS AND HEAD TEACHERS ON THE EFFECTIVENESS OF TRAINING SANCTIONS: CASE STUDY]]></article-title>
<article-title xml:lang="pt"><![CDATA[PERCEPÇÃO DE ALUNOS E PROFESSORES SOBRE A EFICÁCIA DE SANÇÕES DE FORMAÇÃO ACADÊMICA: ESTUDO DE CASO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrades-Moya]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Cauquenes ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782021000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782021000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782021000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo tiene como propósito analizar la óptica de alumnos y profesores jefes de un colegio de la comuna de Maule, sobre la eficacia de las sanciones formativas. La investigación siguió los lineamientos del enfoque cualitativo, basado en un diseño que privilegia el estudio de caso y cuyas técnicas supusieron la aplicación de grupo focal a estudiantes de 5° a 8° básico con alto índice de transgresión a las normas y entrevistas semiestructuradas a los respectivos profesores jefes. Los principales hallazgos muestran que las sanciones formativas no contribuyeron a la disminución de las transgresiones a las normas de convivencia escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article was to analyze the perspective of students and head teachers of a school in the commune of Maule, on the effectiveness of training sanctions. The research followed the guidelines of the qualitative approach, based on a design that privileges the case study and whose techniques involved the application of a focus group to students from 5th to 8th grade with a high degree of transgression to the norms and semi-structured interviews to the respective head teachers. The main findings show that the training sanctions did not contribute to the reduction of transgressions to norms of school coexistence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo foi analisar as opiniões de alunos e professores de uma escola no distrito de Maule, sobre a eficácia das sanções de formação acadêmica. A pesquisa seguiu as diretrizes da abordagem qualitativa, com base em um desenho que privilegia o estudo de caso e cujas técnicas envolvem a aplicação de grupos focais a estudantes da 5ª à 8ª série, com alto índice de violação das normas e entrevistas semiestruturadas para seus professores. Os principais resultados mostram que as sanções de formação acadêmica não contribuíram para a diminuição das transgressões às normas de convivência escolar.]]></p></abstract>
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<kwd lng="es"><![CDATA[reglamento escolar]]></kwd>
<kwd lng="es"><![CDATA[castigos]]></kwd>
<kwd lng="es"><![CDATA[educación moral]]></kwd>
<kwd lng="en"><![CDATA[school coexistence]]></kwd>
<kwd lng="en"><![CDATA[school regulations]]></kwd>
<kwd lng="en"><![CDATA[punishments]]></kwd>
<kwd lng="en"><![CDATA[moral education]]></kwd>
<kwd lng="pt"><![CDATA[convivência escolar]]></kwd>
<kwd lng="pt"><![CDATA[regulamento escolar]]></kwd>
<kwd lng="pt"><![CDATA[punições]]></kwd>
<kwd lng="pt"><![CDATA[educação moral]]></kwd>
</kwd-group>
</article-meta>
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