O conceito de violência de professoras do ensino fundamental.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The main objective of this study is to describe the concept of violence of a social group made up of fundamental school teachers belonging to public and private schools. In order to address different description levels, the following categories were established: class, modality and form of violence. In order to contextualize the conceptualized violence, its causes and kinds of consequences were identified. So that the concept could be better circumscribed, the most serious kinds of violence were identified, as well as the acceptable ones. There was also the intention to identify some social mechanisms, within the daily school environment, that, in the teachers point of view, would contribute to turn the school into an agent of transformation and/or of violence reproduction. This same intention was placed in relation to the press in its daily work of releasing news, to films and several programs. A third aim was to verify which aspects of the concept about violence were included in the teachers reports about the influence of violence in their daily routine and b) in their social practices within the school premises.Finally, there was also the intention to analyze, in a comparative way, the reality of public and private schools taking into account the objectives described above. Firstly, there was a survey of the literature about violence, focusing on the aspects related to the objectives of this paper, so as to enable a better methodological guidance and a better understanding of the data to be collected. However, it was in the Socio-Historic Theory, first proposed by Vygotyski, that the necessary basis to justify the proposed objectives were found, by placing the student/teacher interaction as relevant social phenomena for the construction of the students individuality, especially during a period of development in which the internalization of social, moral, ethic and religious values take place with more intensity. The theorys approach to thought and language, related to the issue of the meaning and of conscience, defined as reality filtered by meanings and concepts socially elaborated, provided the key elements for the understanding of the concept, in its socio-historic origin and development. The formulation about the integrated way, through which the social and the individual meet, constituted the fundamental ground for the understanding of the actions according to Bronckart, actions set in motion and place in interaction the behavioral and psychic dimensions of human conduct, and constitute the practical social modalities by means of which the activities are performed. The acquisition of empirical data followed a sequence of procedures, which started, with the selection of four elementary schools. After accepting to participate in the research, 47 teachers were submitted to an initial interview for the collection of personal and professional data and for a greater approximation between researcher and teacher. Because it was the only situation in which the teacher-student interaction systematically occurred in a similar way in all the four schools, the classroom was the situation chosen for the carrying out of the observations, where a continuous register of the events was made with a greater focus on the said interaction. Afterwards, a semistructured interview with each teacher was conducted and recorded on tape. Out of the data collected from the interviews and from the observations, a Category System was extracted, and this allowed for the analysis and organization of those data towards the objectives of the research. The Category System was in itself considered an important result, because it contributed to fill up a gap existing in the literature about violence. Some papers on the subject very often present the most diverse classifications, without clear and consistent criteria, making it difficult to organize and compare them. The concept of violence was characterized basically by the classes of delinquency and structural violence, by the modalities of marginal violence, school violence and family violence and by the forms of physical aggression, assault and verbal aggression. The violence under this concept was also contextualized as to the causes and the kinds of consequence it brought and the latter was mostly of the physical type, and the contextual causes were mentioned more often than the personal ones, showing a conception of the socio-structural origin of violence. The physical violence was indicated as the most serious and the violence that is motivated by bad social-economic conditions were considered as being acceptable and even justifiable. The schools role concerning violence was evaluated as being more preventive than attenuating, with actions more dependent on the teachers own initiative than as part of a project to stop violence supported by the school. The teachers, who considered the performance of the school in that matter inadequate or partly adequate, suggested several actions especially the joint effort of parents, the school, and the community and the development of programs and campaigns to stop and prevent violence. Based on the teachers answers, the role of the press in relation to the spreading of violence was classified as: informative-preventive, iatrogenic, ambivalent and treating violence as a commonplace thing. The iatrogenic role of the press received the most attention, indicating that the media provides models and stimulates violence, as well as an ambivalent one since the press provides information on one hand and stimulates violence on the other. According to the teachers, aspects of the concept of violence and how they affect their daily lives were mainly perceived in behavioral and sentimental changes brought about by several forms of delinquency violence, which mostly affect their daily work. And finally, in order to identify the aspects of the concept of violence in the teachers practice inside the classroom, the teachers actions were related to different types of episodes caused by the students. In the face of fight and misunderstandings among students, the actions most often were divided into repressive and appeasing; in the face of episodes of disruption, talk, discipline problems, lack of attention the repressive actions predominated; and in the face of playfulness marked by violence there was the prevalence of neutral actions. The counseling actions were very seldom taken in relation to the three types of episodes, and that went against the expectation created by the schools function of forming citizens. Among the commentaries made by the teachers about the students, there was a prevalence of disapproval. The predominance of repression and neutrality, both for the actions related to the different episodes and for the comments about the students, indicate the tendency of turning violence into a commonplace aspect of life and for the imbrication of the concept in the teachers practices. The comparison between the reality of public schools and private schools showed a different profile for the two groups of teachers. Private school teachers show a greater awareness of social,political and structural problems related to violence, as well the social and psychological damage produced by it, presenting a deeper socio-structural view of violence than public school teachers, in whose concept the problems that happen in their daily routine are always evident, both in relation to the school itself as well as to the students, their families and the school location. In what way the school should act also brought two different points of view: more preventive, according to private school teachers and more attenuating according to public school teachers. The repressive actions were taken and the reprobating comments were made by public school teachers, while private school teachers were in favor of counseling actions to prevent violence. The differences between the two groups were linked to the characteristics of their work environment, not only as far as their clienteles status is concerned (socio-economic and educational level, kind of housing, family structure, neighborhood where they live, etc.), but also in relation to the teaching system and the schools location.

ASSUNTO(S)

concepções professores escolas públicas e particulares educacao violência

ACESSO AO ARTIGO

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