Resumo: O clima escolar e compreendido como o conjunto de percepcoes e expectativas compartilhadas pelos integrantes da comunidade escolar, decorrente das experiencias vividas nesse contexto com relacao aos seguintes fatores inter]relacionados: normas, objetivos, valores, relacoes humanas, organizacao e estruturas fisica, pedagogica e administrativa que estao presentes na instituicao educativa. O clima corresponde as percepcoes dos docentes, discentes, equipe gestora, funcionarios e familias, a partir de um contexto real comum, portanto, constitui]se por avaliacoes subjetivas. Refere]se a atmosfera psicossocial de uma escola, sendo que cada uma possui o seu clima proprio. Ele influencia na dinamica escolar e, por sua vez, e influenciado por ela, deste modo, interfere na qualidade de vida e na qualidade do processo de ensino e de aprendizagem. O objetivo desta Tese de Doutorado consiste na construcao, testagem empirica e processo de validacao de instrumentos de medida, adaptados a realidade das escolas brasileiras, para mensurar o clima da escola, na perspectiva de alunos a partir do 7o ano do Ensino Fundamental e Ensino Medio, seus professores e gestores da Educacao Basica de escolas publicas e particulares. Para tanto realizou]se uma revisao da literatura sobre os instrumentos de avaliacao do clima escolar a partir da qual constituiu]se o conceito e a matriz de referencia composta de dimensoes inter]relacionadas: as relacoes com o ensino e com a aprendizagem; as relacoes sociais e os conflitos na escola; as regras, as sancoes e a seguranca na escola; as situacoes de intimidacao entre alunos; a familia, a escola e a comunidade; a infraestrutura e a rede fisica da escola; as relacoes com o trabalho e a gestao e a participacao. A partir da matriz de referencia elaboraram]se questionarios (impressos e on]line) compostos de itens em formato Likert de quatro pontos, direcionados aos alunos, professores e gestores. Com base na testagem empirica, composta de 11.516 respondentes, envolvendo 65 escolas publicas e particulares, procedeu]se as analises estatisticas e qualitativas concernentes ao processo de validacao: evidencias de validade de conteudo e do construto, tendo como perspectiva teorica o modelo formativo. O modelo formativo tem como pressuposto que os indicadores concernentes as percepcoes dos respondentes causam o clima escolar. Logo, o clima referese a um construto externo que emerge a partir das percepcoes compartilhadas dos atores escolares sobre as diferentes dimensoes da instituicao de ensino. Para o referido modelo, procedeu]se as Analises de Componentes Principais (ACP) e Analise da Confiabilidade Composta (CC). Com base nos resultados, as dimensoes e seus respectivos itens indicaram boa carga componencial e bons indices de fidedignidade, de modo a permitir a constatacao de evidencias de validade. E possivel afirmar que os instrumentos de medida para avaliar o clima escolar, na perspectiva de alunos, professores e gestores de escolas brasileiras, estao devidamente validados, teorica e psicometricamente. Uma avaliacao sobre o clima revela o ambiente socioeducativo, a partir do conjunto de percepcoes dos atores escolares e proporciona o reconhecimento dos pontos fortes, as dificuldades e desafios para se alcancar uma escola melhor para todos Ver menos

Abstract: The school climate is understood as the set of perceptions and expectations shared by the members of the school community, resulting from the experiences lived in this context in relation to the following interrelated factors: norms, goals, values, human relationships, physical and pedagogical organization and structures. That are present in the educational institution. The climate corresponds to the perceptions of the teachers, students, management team, employees and families, from a common real context, therefore, it is constituted by subjective evaluations. It refers to the psychosocial atmosphere of a school, each of which has its own climate. It influences the school dynamics and, in turn, is influenced by it, thereby interfering in the quality of life and quality of the teaching and learning process. The objective of this Thesis is to construct, empirical test and validation process of measurement instruments, adapted to the reality of Brazilian schools, to measure the school climate, from the perspective of students from the 7th year of Elementary and Secondary Education, their teachers and managers of Basic Education of public and private schools. For this, a review of the literature on the instruments of evaluation of the school climate was made, from which the concept and the reference matrix was composed of interrelated dimensions: relationships with teaching and learning; social relations and conflicts in school; rules, sanctions and safety at school; situations of bullying among students; the family, the school and the community; the infrastructure and physical network of the school; relations with work and management and participation. From the reference matrix, questionnaires (printed and online) were composed of items in a Likert four]point format, aimed at students, teachers and managers. Based on the empirical test, composed of 11,516 respondents, involving 65 public and private schools, the statistical and qualitative analyzes were carried out regarding the validation process: evidence of content and construct validity, with a theoretical perspective on the training model. The training model assumes that the indicators concerning the perceptions of the respondents cause the school climate. Therefore, the climate refers to an external construct that emerges from the shared perceptions of the school actors about the different dimensions of the educational institution. For this model, we performed the Principal Component Analysis (PCA) and Composite Reliability Analysis (CC). Based on the results, the dimensions and their respective items indicated good componential load and good reliability indices, in order to allow the confirmation of evidence of validity. It is possible to affirm that the instruments of measurement to evaluate the school climate, from the perspective of students, teachers and managers of Brazilian schools, are duly validated theoretically and psychometrically. An assessment of the climate reveals the socio]educational environment, based on the set of perceptions of the school actors and provides recognition of the strengths, difficulties and challenges to achieve a better school for all Ver menos