RELAÇÕES ENTRE CLIMA ESCOLAR, DESEMPENHO ESCOLAR E DESENVOLVIMENTO DE VALORES: ANÁLISE DA LITERATURA

Abstract

The article is an excerpt from the doctoral research entitled “Relationships between sociomoral environment, school performance and social perspective on moral judgment: analyzes in public schools” and aims to present and discuss the relationships that are established between the sociomoral environment of the school, school performance of students. students and the development of moral values according to the literature in the area. To meet the proposed objectives, this research is predominantly qualitative, in view of the complexity of the studied phenomenon. The school climate refers to the perceptions lived and experienced by the members that constitute the school and is configured as more lasting characteristics, capable of determining a certain stability to these perceptions and, for this reason, grants this space its own identity that distinguishes it other similar environments. The surveys analyzed show that the school climate has an intense connection with students' academic performance and personal and social development, as students are sensitive to the school environment, and this environment not only influences their behavior and adaptation, but also their learning in their own environment. In addition, the positive school climate influences how teachers feel at school, how they teach and how long they stay in the same institution. That is, research indicates that the school climate increases or minimizes emotional exhaustion and feelings of low personal fulfillment in teachers, having a direct and indirect impact on students' school performance.