Violência, espacialidade escolar e geografia: fundamentos teóricos para a prática docente
Nenhuma Miniatura disponível
Data
2021-06-11
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This thesis aimed to evaluate how the violence phenomenon impacts the school space as a
strategic factor to think about the school's spatiality towards the multiple expressions of
violence. For this, violence is analyzed as a complex phenomenon, which manifests itself under
three essential perspectives: direct, structural, and symbolic. Based on these perspectives, which
were verified in dialectical processes, the thesis is also built from theoretical referentials and
data collecting techniques, through which was possible to observe that the expressions of
violence operate devices capable of altering the material and immaterial order in the school
space and in the city. With these references, the socio-spatial consequences of violence are
investigated, with the spatial cutout of public schools in the city of Goiânia/GO. In regard to
the theoretical-methodological approach, the research is divided into three axes. The first axis
refers to the bibliographic search for concepts of violence, aiming the problematization and
adaptation of scientific debates to the investigated reality; and the analysis of institutional
documents that deal with cases of violence at school. The second axis has in the spatial practices
of the research, the possibilities to collect data and to establish contact with the investigated
subjects. For this reason, it gathers observations at schools and interviews realized with
Geography teachers from these institutions, in order to systematize aspects associated with
violence and its impacts on the morphological dimensions of the landscape, in the speeches of
violence, and in the school institutionality. The third axis focuses on the synthesis of the
dynamics of violence in school spatiality, aiming at the forms and representations of violence
in the pedagogical conception of the Geography teacher, in the youthful corporeality, and in the
school's relationship with the city as interdependent realities. The analytical dimension of the
work aims to unveil the spatial dynamics of violence from the exercise of geographically
thinking the reality of school subjects. At this point, it is understood that the development of
the geographical knowledge of violence is a fundamental aspect to be considered in teaching
practice and in decision-making in the school context, because that way, it is possible to think
about the multiscaling of the violence phenomenon, in its micro and macro scales, which
specifically cross the quotidian life of each subject that comprise the school dynamics,
according to the social markers of class, race, gender, geographic location. The product of this
relationship is a sensitive approach to the violence symptoms in the corporeity of young
schoolchildren and their needs derived from the objective conditions of life-based on precarious
processes, which becomes a relevant knowledge for the teacher's spatial practices in the face of
challenges of violence in the school's spatiality.
Descrição
Palavras-chave
Citação
SILVA, Magno Emerson Barbosa da. Violência, espacialidade escolar e geografia: fundamentos teóricos para a prática docente. 2021.267 f. Tese (Doutorado em Geografia), Universidade Federal de Goiás, Goiânia, 2021.