The aim of this study is to examine the relationship between chronotype, classroom behaviour and school performance in 140 healthy school-age children attending various levels of education during the 1st cycle during 2021 in Portugal. In this cross-sectional and quantitative study, the Chronotype Questionnaire for Children (to assess the chronotype) and the Conners Scale—a reduced version was presented to the teachers (to assess behaviours such as excessive movement, inattention and oppositional behaviours)—were used. The methodology of this study followed a comparative method since the independent variables were not controlled, and therefore, it was still possible to compare the differences between the morning and evening groups. Statistical methods were used such as multivariate analyses, inter-item correlations and reliability tests, and descriptive tests were used for the percentile analysis. The sample was divided into three groups based on the identification of the chronotype—morning, intermediate and evening types—to further study the relationship between these chronotypes, their academic performance and classroom behaviour were studied. A multivariate analysis of variance revealed that there was a higher rate of oppositional behaviour in the morning type and no differences in the school performance during the two semesters (covering all of the school periods) regarding the chronotype effect, even with the analysis of regression parameters and covariates. On the other hand, the morning-type children showed a greater amount of motor agitation and impulsivity after controlling for the gender covariate. Age had an effect on the chronotype, after controlling for the covariate parental education. This study highlights the need for further research on the chronotype of the morning children in order to regulate their behaviour. The data that were obtained raise questions that have not been yet considered in the literature in the area of education and infant development.

Este livro é fruto de um trabalho organizado e coordenado por professores dos programas de mestrado da Universidade CEUMA (UniCEUMA), da Universidade Federal do Maranhão (UFMA) e do Instituto Superior de Ciências Policiais e Segurança Interna (ISCPSI) que, sob um olhar interdisciplinar, promoveram um debate sobre as bases que norteiam a pesquisa e o fazer científico do pensamento jurídico. Esse pensar nos reporta a considerações em como a metodologia científica no saber jurídico, abriga diferentes técnicas de pesquisa dentro do direito, sendo que, o refinamento da pesquisa dogmática e teórica é certamente o grande desafio para a metodologia da pesquisa jurídica no Brasil.

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