Violência na Escola: Concepções e atuação de professores




This study aims to get to know the teachers conceptions about violence within the school, and their attitudes to deal with the different ways violence is expressed, in order to provide subsidies to improve educatorsformation. The school is considered na important tool to transform the current situation of the existing violence. The Social Historic Psychology based on Vigotskis theories and the Critical Historic Pedagogy based on Saviani and Duartes theories, were the theoretical and metodological references used in this study. As the subjects for the research, 112 mainstream teachers of secondary school were chosen. The work at a state school in the outbacks of São Paulo state. Since the teacher has a fundamental role in educating by being the teaching mediator of scientific knowledge and ethical/moral behaviours, it was decided that the study of violence should be carried out based on the teachers approach of violence. For the data collecting, a questionary was used with open and closed questions about the different types of violence found in the school, in the teachersviews on violence and their actions in order to deal with it. The results showed the teacherswide concept of violence. Issues such as verbal and physical agression with or without injuries were classified as acts of violence. The lack of discipline was also classified as a violent act which showed the mistaken view in which indiscipline is seen as violence. The agressors intention rather than the consequence of his act was put in evidence as violence. For instance, the breaking into a private property was considered violence by a grater number of people than the act of killing someone in self-defence. It was stated that the explanations provided by the subjects regarding violent acts focused the familiar education and the studentspersonal characteristics. The media, norms and values in society were also mentioned. About the teachersattitudes regarding the violence, it was emphasized the individual diologue between the agressor and the injured, as well as meetings with teachers and parents in which students are the focus. Regarding the preventive behavior against violence, the dialogue within the school is also emphasized. The presence of police officers in the school were not pointed as preventive act. Therefore, the record of violent acts in the school is seen as a preventive act. Based on the results, it was suggested the development of group activities in order to improve the teachersknowledge about the violence phenomenon towards comum educational actions


cotidiano escolar violência nas escolas psicologia educacional

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