Open AccessSchool Climate in the Brazilian school context: an integrative literature review
Author(s) -
Bianca Louise Malucelli Corrêa Alves,
Monika Penner Pauls,
Tânia Stoltz,
Maren Jessica Pauls
Publication year - 2020
Language(s) - English
DOI - 10.31686/ijier.vol8.iss3.2228
Subject(s) - dynamism , context (archaeology) , perception , school climate , sociology , social science , process (computing) , subject (documents) , cognition , psychology , pedagogy , geography , epistemology , philosophy , archaeology , neuroscience , library science , computer science , operating system
The school establishes its educational practices through historical and social biases, existing outside and inside it. The present study demonstrated the continuous debate about the school context, its organization, management and dynamism, through an integrative literature review. The purpose of the research is to learn a little more about the school climate in the Brazilian educational context and what the scientific literature has been producing on the subject. The school climate has been studied for a few years, but only in recent years, through practical perspectives found in the studies, has is become possible to analyze the “reality” of the school climate in a more subjective way, exploring the concept from the perception of students as protagonists of their education. The school climate, therefore, is understood as a complex and comprehensive variable of affective, social and cognitive aspects that influence a school pedagogical practice. Notably, the articles mentioned in this study corroborate that the educational results are strongly influenced by the school climate. The positive or negative impact, depending on the climate that is established, has as a consequence the academic performance referenced by the teaching and learning process.