<?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>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722021000100123</article-id>
<article-id pub-id-type="doi">10.25757/invep.v11i1.235</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Processos disfuncionais no trabalho de grupo e perceções de justiça dos estudantes: um estudo exploratório no ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Dysfunctional processes in group work and students' perceptions of justice: an exploratory study in higher education]]></article-title>
<article-title xml:lang="fr"><![CDATA[Processus dysfonctionnels dans le travail de groupe et perception de la justice par les étudiants: une étude exploratoire dans l'enseignement supérieur]]></article-title>
<article-title xml:lang="es"><![CDATA[Procesos disfuncionales en el trabajo grupal y percepción de justicia de los estudiantes: un estudio exploratorio en educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Jorge Ávila de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade dos Açores Faculdade de Ciências Sociais e Humanas, Departamento de Sociologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>123</fpage>
<lpage>149</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722021000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722021000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722021000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Os contributos desiguais e outras características disfuncionais dos grupos de estudantes são um fenómeno relativamente bem investigado. No entanto, ainda sabemos pouco sobre como os alunos vivenciam estas situações e como isso afeta a sua perceção da justiça dos sistemas que os docentes usam para avaliar o seu trabalho. Neste artigo, apresenta-se e discute-se os resultados de um estudo que abordou estas questões. A investigação concentrou-se numa turma de métodos de pesquisa sociológica, no ensino superior, em que os alunos formaram grupos de trabalho para desenvolverem projetos de pesquisa ao longo de um semestre. Os dados foram recolhidos por meio de entrevistas qualitativas semiestruturadas e sujeitos a uma análise de conteúdo. Os resultados indicam que embora a maioria dos estudantes tenha experienciado situações disfuncionais nos seus grupos, especialmente no que diz respeito a contributos desiguais dos respetivos membros, rejeitou, mesmo assim, a adoção de um sistema de avaliação baseado no princípio da equidade, através da prestação de contas individual. Interpretamos estes resultados à luz das normas relacionais que governam a vida social dos grupos de estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Uneven member contributions and other dysfunctional characteristics of student groups are a relatively well-investigated phenomenon. However, we still know little about how students experience these situations and how they affect their perception of the fairness of the evaluation systems that teachers use to assess their work. This article presents and discusses the results of a study that addressed these issues. The research focused on a sociological research methods class in higher education, in which students formed groups to develop research projects over a semester. The data were collected through semi-structured qualitative interviews and subjected to content analysis. The results indicate that although the majority of students have experienced dysfunctional situations in their groups, especially with regard to unequal member contributions, they nonetheless rejected the adoption of an assessment system based on the principle of equity, ensured through individual accountability. We interpret these results in the light of the relational norms that govern the social life of student groups.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las contribuciones desiguales y otras características disfuncionales de los grupos de estudiantes son un fenómeno relativamente bien investigado. Sin embargo, todavía sabemos poco sobre cómo los estudiantes experimentan estas situaciones y cómo afectan su percepción de la equidad de los sistemas que utilizan los profesores para evaluar su trabajo. En este artículo, se presentan y discuten los resultados de un estudio que abordó estos problemas. La investigación se centró en un grupo de métodos de investigación sociológica, en la educación superior, en el que los estudiantes formaron grupos de trabajo para desarrollar proyectos de investigación durante un semestre. Los datos fueron recolectados a través de entrevistas cualitativas semiestructuradas y sometidos a un análisis de contenido. Los resultados indican que si bien la mayoría de los estudiantes han vivido situaciones disfuncionales en sus grupos, especialmente en lo que respecta a contribuciones desiguales de los respectivos miembros, no obstante rechazaron la adopción de un sistema de evaluación basado en el principio de equidad. Interpretamos estos resultados a la luz de las normas relacionales que gobiernan la vida social de los grupos de estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les contributions inégales et autres caractéristiques dysfonctionnelles des groupes d'étudiants sont un phénomène relativement bien étudié. Cependant, nous en savons encore peu sur la manière dont les élèves vivent ces situations et comment cela affecte leur perception de l'équité des systèmes que les enseignants utilisent pour évaluer leur travail. Dans cet article, les résultats d'une étude portant sur ces problèmes sont présentés et discutés. La recherche s'est concentrée sur une classe de méthodes de recherche sociologique, dans l'enseignement supérieur, dans lequel les étudiants ont formé des groupes de travail pour développer des projets de recherche sur un semestre. Les données ont été collectées au moyen d'entretiens qualitatifs semi-structurés et soumises à une analyse de contenu. Les résultats indiquent que si la majorité des étudiants ont connu des situations de dysfonctionnement dans leurs groupes, notamment en ce qui concerne les contributions inégales des membres respectifs, ils ont néanmoins rejeté l'adoption d'un système d'évaluation basé sur le principe d'équité. Nous interprétons ces résultats à la lumière des normes relationnelles qui régissent la vie sociale des groupes d&#8217;étudiants.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[grupos de estudantes]]></kwd>
<kwd lng="pt"><![CDATA[grupos disfuncionais]]></kwd>
<kwd lng="pt"><![CDATA[justiça distributiva]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[student groups]]></kwd>
<kwd lng="en"><![CDATA[dysfunctional groups]]></kwd>
<kwd lng="en"><![CDATA[distributive justice]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[grupos de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[grupos disfuncionales]]></kwd>
<kwd lng="es"><![CDATA[justicia distributiva]]></kwd>
<kwd lng="es"><![CDATA[educación superior.]]></kwd>
<kwd lng="fr"><![CDATA[développement de l'enfant]]></kwd>
<kwd lng="fr"><![CDATA[intervention précoce]]></kwd>
<kwd lng="fr"><![CDATA[formation professionnelle]]></kwd>
<kwd lng="fr"><![CDATA[pratiques factuelles.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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