<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202021000100022</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2021i52p22-32</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO DO CLIMA ESCOLAR POR PROFESSORES E ESTUDANTES]]></article-title>
<article-title xml:lang="en"><![CDATA[School Climate in Private Technical Education: Teacher and Student Evaluation]]></article-title>
<article-title xml:lang="es"><![CDATA[Clima Escolar en la Educación Técnica Privada: Evaluación de Maestros y Estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Filippsen]]></surname>
<given-names><![CDATA[Osvaldo André]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[Angela Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<numero>52</numero>
<fpage>22</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202021000100022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202021000100022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202021000100022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo visou caracterizar e comparar o clima escolar entre professores e estudantes do ensino técnico de nível médio privado, verificando associações e diferenças entre eles. Utilizou-se um delineamento correlacional e comparativo de corte transversal, com participação de 62 professores, os quais preencheram o Questionário de Dados Sociodemográficos e Laboral e a Delaware School Climate Survey - Teacher/Staff, além de 135 estudantes, que responderam ao Questionário de Caracterização do Perfil dos estudantes e ao Delaware School Climate Survey-Student. Constatou-se que tanto professores como estudantes perceberam como positivos os fatores: relação professor-aluno, relação entre alunos e bullying, mas, quando comparados, os professores perceberam de forma mais positiva a relação entre alunos, engajamento do aluno e bullying, enquanto os estudantes, clareza e justiça das regras e segurança. Tais dados são corroborados pela evidência de concordância moderada no fator relação entre alunos, razoável em clareza e justiça das regras e segurança, e mínima para relação professor-aluno, bullying e engajamento estudantil. Apesar das diferentes percepções, os dados denotaram, de modo geral, um clima positivo entre as escolas investigadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study aimed at characterizing and comparing the perceived school climate between teachers and students of technical secondary education and to verify the associations and the differences between them. A cross-sectional and comparative cross-sectional design was used, with the participation of 62 teachers, who completed the Sociodemographic and Labor Data Questionnaire and the Delaware School Climate Survey - Teacher / Staff, in addition to 135 students, who answered the Questionnaire on Characterization of Student Profile and the Delaware School Climate Survey-Student. It was found that both teachers and students perceived as positive the factors teacher-student relations, relationship between students and bullying, but when compared, teachers perceived the relationship between students, student engagement and bullying more positively, while students, clarity and justice rules and school safety. These data are corroborated by the evidence of moderate agreement in the relationship between students&#8217; factor, reasonable in clarity and fairness of the rules and school safety and minimum for teacher-student relations, student engagement and bullying. Despite the different perceptions, the data showed a positive climate among the schools contemplated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio tuvo como objetivo caracterizar y comparar el clima escolar percibido entre maestros y estudiantes de educación técnica secundaria privada y verificar las asociaciones y diferencias entre ellos. Se utilizó un diseño transversal y comparativo de corte transversal, con la participación de 62 maestros, quienes completaron el Cuestionario de datos sociodemográficos y laborales y la Encuesta de clima escolar de Delaware - Profesor/Personal, además de 135 estudiantes que respondieron el Cuestionario de caracterización. Perfil del estudiante y la Encuesta de clima escolar de Delaware-Estudiante. Se ha verificado que tanto los maestros como los estudiantes percibían como positivos los factores: relación profesor-alumno; relación entre los estudiantes e bulling, pero en comparación, los profesores percibieron de manera más positiva la relación entre los estudiantes, el compromiso de los estudiantes y el bulling, mientras que los estudiantes, la claridad y equidad de las reglas y la seguridad. Dichos datos se corroboran por la evidencia de un acuerdo moderado sobre el factor relación entre los estudiantes, razonable en claridad y justicia de las reglas y seguridad, y mínimo para la relación profesor-estudiante, compromiso de los estudiantes y el bulling. A pesar de las diferentes percepciones, los datos generalmente mostraron un clima positivo entre las escuelas contempladas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Clima escolar]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="en"><![CDATA[School climate]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="es"><![CDATA[Clima escolar]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
</kwd-group>
</article-meta>
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