Violência na escola: opinião dos professores sobre as causas das manifestações de violência entre os alunos do ensino médio / Violência na escola: opinião de professores sobre as causas das manifestações de violência entre os launos do ensino médio




The present study is considered to investigate it the arguments with which the professors of Average Ensino of the State Net of the Region of Itapevi - S.P file a suit (Bourdieu) the actions of the pupils who have practised violence inside of the school of individual form or as class action. It is considered opportune to identify the "repertoire" of images with which the professor offers its diagnosis of the situations that many times if mix or if they confuse with other repertoires, such as those that describe the violence "of the" school against the pupils. In the specific case of this research what it is in question it is to understand and to give visibility to the opinion of the professor on the young that has practised continuously acts of violence inside of the school. To develop this research it was delimited as inquiry field and it collects of data and depositions two located public schools in Jandira, city of the region metropolitan of São Paulo with high indices of crime and scarcity of public spaces destined to the leisure of the young. The hypothesis that guides the present inquiry is of that the professors of Average Ensino also construct actively to an image of "good society" (Elias, 2000) with which establish its parameters of "civilized and incivilizado" behavior (Elias, 1996). This corresponds to perceive a pupil who practises the violence in the school of sufficiently peculiar form, or either, on the basis of the constant gauging of its capacity, or not, of thus autocontrole.Sendo, as unfolding of the raised hypothesis above, will be possible to verify how much the perception that the professor has of the situation collaborates in the formation of the auto image, with which this professional if presents as mediating between the classroom and the "good society" as well as characterizes Elias(2000). The experience accumulated in the work with professors has demonstrated that many times, a pupil who practises a violent act tends to be qualified as a "infractor" ahead of the rules that the pertaining to school universe is called to be "representative" (Bourdieu).Tal qualification tends to transform a diagnosis into prognostic: the infractor must be excluded from the conviviality of the demais.Mais a time Elias in demonstrates them that in innumerable situations the arguments of the exclusion "give a certain cohesion who exclude". When it is indicated that the "better solution" would be the absence of the "infractor" has a picture of spalling in which the excluded one already is is exactly when still is inside (Bourdieu and Elias) face to the "social estigmatização" (Goffman) that it is imposed to it. The formation of a type of "professoral judgment", that if it intends to search, Express in daily mechanisms of classification, will be able to add plus an angle of comment to the studies on the practical professional of the professor


public school violência violencia na escola professor educacao em periferias urbanas escola pública violence

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