Vulnerability and resilience in the face of school violence / Vulnerabilidade e resiliência diante da violência escolar

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This work focus on the violence at the public schools, in the Federal District, trying to understand not only the extension and the details of this kind of violence, but mainly trying to understand why some schools overcome all the issues imposed by a different types of violence that happens inside and outside of their buildings, while others become do not react in front of the same problems, leaving students, teachers and staff in a situation of risk, physically, psychologically and morally, and also endangering the teaching and learning process. To achieve the objectives established for this work, the research was based on the vulnerability and resilience concepts, assuming that vulnerability depends on the capacity to react in a risk situation, that is, schools that work with prevention measures and that are prepared to face various situations that come from violence at schools are less vulnerable, even if the risks are the same for a specific group of schools. In the case of this research all the chose schools to be studied are located in the Administrative Region of Samambaia, which receives students with the same social and economic background, exposed to the same level of risk. However the degree of vulnerability among them is not the same, because each school, as part of a system, achieves to face the risks and to overcome the limitations of all kinds that presented at the schools. Resilience is a process that evolves in some geographic spaces and gives to these spaces conditions to be less vulnerable. The development of the resilience process happens in a different way and will depend on the way the assets of the opportunity structure of the school and of the community will be taken and used by the actors of the school and of space. As assets it is included material, human and social capital, considering the school buildings and the investments in school structures the most important of all, followed by the professional and the compromising level of the staff and managers of that school; and third it is considered the links of solidarity of friendship and mutual support originated from the extracurricular projects and programs that can involve the whole school community and so creating new opportunities. The quality of those assets and the way the people within the school grip them can determine the results of more or less development of the resilience process against violence.

ASSUNTO(S)

violência escolar social capital and brazilian education system vulnerabilidade vulnerability estrutura de oportunidades e sistema educacional brasileiro capital social geografia resilience violence material capital capital físico violência human capital school violence capital humano risk situation opportunity structure resiliência

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