Violência escolar e formação de professores:Estudo em escola pública de goiânia
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Data
2011-08-26
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Universidade Federal de Goiás
Resumo
This work is linked to the research line Formation and Profissionalization of Teachers
and Educational Practices and its theme is school violence. It has as aim to
understand how the phenomenon of school violence has been understood by the
school subjects, especially by teachers of fundamental school, in what it is related to
whatever they are doing for violence prevention and for intervention on it, as well as
to understand if, in fact, the teacher have been prepared to transform, modify and
prevent violence in school. We are interested too to know what they know about
violence, if whatever they know come from their socio-cultural and academic
formations. In this work it is also analyzed at what extent violence occurs in this
social and professional space, specifically in interpersonal relationships between
students and education professionals in public school. The leading questions of the
study are: how is understood violence phenomenon? Do the subjects get up to
identify the several forms of violence and its characteristics? If violence is present in
school, does the way how teachers manage it have origin in their formation? The
research method used was the historic and dialectic materialism, the research
approach was the qualitative one and the research type, the study of case. The
research was carried out in 2010, at a public school of basic education in Goiânia,
capital of the state of Goiás. The subjects were ten teachers and twenty-six students.
Observations of classes and interviews with all the teachers and with nine students,
pointed by the Municipal Education Secretary as involved with violence were made.
With these interviews we intended to concentrate information about the experiences
lived by the subjects, both related to family and to social living together, especially in
school. These informations were categorized according to the method adopted. From
the categories, have been emphasized three: a) violence and school violence; b)
teachers job as alienated work; c) teachers job and teacher knowledge. The
research revealed that physical violence is very present in conflicts among students
in school and, in many cases, they have coherent explanations about how they can
avoid it. Nevertheless, they are unable to do it, sometimes because of their objective
conditions of life, sometimes because of subjective conditions which involve the
violence phenomenon. The more important contribution of the research was to reveal
the visible and invisible marks of violence in school context. We alert to the fact that
the lack of teachers preparation to deal with violence is, according to teachers
themselves, due to their early and continued formation.