Viol??ncia escolar: percep????es de professores e alunos

• Autor(a) principal: Penteado, Marcos Ramos
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: https://bibliotecatede.uninove.br/handle/tede/984
• topic: viol??ncia; viol??ncia escolar; cotidiano escolar; violence; school violence; school quotidian; violencia; violencia escolar; rutina escolar; CIENCIAS HUMANAS::EDUCACAO

The following text aims to analyze and seek alternatives to combat school violence as a multifaceted construct reality. Since the school is a social agency is not free or even neutral on this issue that reaches to its foundations and frightens her community. Among the panelists of the phenomenon it was sought to the ideas of Hannah Arendt and Michel Meffesoli definitions and discussions on violence (general approach) and Eric Debarbieux and Vera Candau, among others, discussions on violence in the school environment as a support for this case study. The setting was selected to both a public state school in the city of S??o Paulo (DE Centro-Sul), in Ipiranga (southern region). The major concern of the community was crucial for the choice of the UE, where the ethnographic approach was applied by providing a closer contact with the school in their daily lives and therefore closer to their reality. Together with the observation of the internal dynamics of the UE, interviews with teachers and students supported the investigation of perception of these about the phenomenon and its impact on daily life of the school. The collected data and ideas of selected references in constant dialogue, led to knowledge, understanding of violence in the institution and confirmation of many previous studies - without putting aside the contextual particularities. It has been considered that school violence is an internal and external phenomenon, and the institutional violence that invades carries more weight and is universal to all that are inserted in it. As an alternative to this, the establishment of a truly citizen school and the consideration of their individuality are the key points to promote a liberating education, as proposed by Paulo Freire, not only the technical and scientific aspects, but also in socio-affective and emotional.