<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872025000100204</article-id>
<article-id pub-id-type="doi">10.21814/rpe.32854</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os impactos da vigilância via câmeras na satisfação, no desempenho e na incivilidade experimentada pelos professores]]></article-title>
<article-title xml:lang="en"><![CDATA[The impacts of surveillance via cameras on satisfaction, performance and incivility experienced by teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Los impactos de la vigilancia a través de cámaras en la satisfacción, el desempeño y la incivilidad experimentada por los docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria Aurenides Barbosa Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[d&#8217;Angelo]]></surname>
<given-names><![CDATA[Marcia Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavani]]></surname>
<given-names><![CDATA[Elaine Cristina Rossi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Andressa Buss]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fucape Business School Administração ]]></institution>
<addr-line><![CDATA[Vitória - ES ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Getúlio Vargas Departamento de Gestão de Políticas Públicas Educacionais ]]></institution>
<addr-line><![CDATA[Rio de Janeiro - RJ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872025000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa analisa os impactos da vigilância via câmeras na satisfação, no desempenho e na incivilidade experimentada pelo professor da rede pública de educação básica. Os dados de 208 participantes do Espírito Santo, Brasil, foram analisados usando a Modelagem de Equações Estruturais com o apoio do SmartPLS 4. Os resultados indicam que tanto os aspectos positivos quanto os negativos da vigilância via câmeras nas instituições de ensino impactam o desempenho dos professores. Somente os positivos trazem satisfação aos professores. No entanto, nem um nem outro afeta a incivilidade experimentada por eles, não repercutindo no desempenho de cada um. Esses achados contribuem para a formulação de políticas públicas educacionais referentes ao monitoramento eletrônico nas escolas. Também contribuem para o modelo de gestão de cada unidade escolar na formulação de práticas pedagógicas que possibilitem a construção de um ambiente profissional harmônico e de prevenção de incivilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research analyzes the impacts of surveillance via cameras on satisfaction, performance and incivility experienced by public primary education teachers. Data from 208 participants in Espírito Santo, Brazil, were analyzed using Structural Equation Modeling with the support of SmartPLS 4. The results indicate that both the positive and negative aspects of camera surveillance in educational institutions impact teacher performance. Only positive ones bring satisfaction to teachers. However, neither one nor the other affects the incivility they experience, with no impact on their performance. These findings contribute to formulating public educational policies regarding electronic monitoring in schools. They also contribute to the management model of each school unit in formulating pedagogical practices that enable the construction of a harmonious professional environment and the prevention of incivilities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación analiza los impactos de la vigilancia mediante cámaras sobre la satisfacción, el desempeño y el incivilismo experimentado por docentes de educación básica pública. Se analizaron datos de 208 participantes en Espírito Santo, Brasil, utilizando modelos de ecuaciones estructurales con el apoyo de SmartPLS 4. Los resultados indican que tanto los aspectos positivos como los negativos de la vigilancia con cámaras en instituciones educativas impactan el desempeño de los docentes. Solo los positivos aportan satisfacción a los profesores. Sin embargo, ni uno ni otro afectan la descortesía que experimentan, sin impacto en su desempeño. Estos hallazgos contribuyen a la formulación de políticas públicas educativas en materia de monitoreo electrónico en las escuelas. También contribuyen al modelo de gestión de cada unidad escolar en la formulación de prácticas pedagógicas que permitan la construcción de un ambiente profesional armonioso y la prevención de incivilidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Vigilância via câmeras]]></kwd>
<kwd lng="pt"><![CDATA[Incivilidade experimentada]]></kwd>
<kwd lng="pt"><![CDATA[Satisfação dos professores]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho dos professores.]]></kwd>
<kwd lng="en"><![CDATA[Surveillance via cameras]]></kwd>
<kwd lng="en"><![CDATA[Experienced incivility]]></kwd>
<kwd lng="en"><![CDATA[Teacher satisfaction]]></kwd>
<kwd lng="en"><![CDATA[Teachers' performance.]]></kwd>
<kwd lng="es"><![CDATA[Vigilancia mediante cámaras]]></kwd>
<kwd lng="es"><![CDATA[Descortesía experimentada]]></kwd>
<kwd lng="es"><![CDATA[Satisfacción docente]]></kwd>
<kwd lng="es"><![CDATA[Desempeño de los docentes.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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