Violência escolar e formação de professores:Estudo em escola pública de goiânia

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2011-08-26

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Universidade Federal de Goiás

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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.

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