Adolescência e violência escolar: das representações sociais às propostas de prevenção
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/15977 |
Resumo: | This work presents the results of a research whose general objective was identifying the teenagers social representations about violence physical and nonphysical at school and their suggestions to the prevention/decreasing of this situation. Specifically we intended to know the teenagers social representations about the violence to school, of school and at school, as well as the possible relations that they establish among these categories; to verify if the teenagers distinguished, in their social representations, the several kinds of educational violence - physical and nonphysical and the possible relations that they established among them; to recognize the sources that contribute to the production and dissemination of teenagers social representations about violence; and know the purposes/suggestions that the teenagers present to prevention/decreasing of different kinds of school violence and, even, to what extent such strategies involve their participation. Accordingly, the theory of social representations - proposed by Serge Moscovivi (1978) and his followers - and also studies of authors that debate about violence and adolescence - subsidized the theoretic-methodologicals to the approach, interpretation and analysis of the object in study. A group of forty-eight teenagers made part of this research, from 6th to 9th year in Elementary School of two public schools in Presidente Prudente city, São Paulo state. It was used a questionnaire of characterizations of the subjects, submitted to the treatment of qualitative and quantitative analysis, and, as the main methodological procedure of data collection, we used the focus group technique. The collected material generated two corpora, called violence and purposes , that were submitted to a quantitative analysis, using the software ALCESTE (Analyse Lexicale par Contexte d un Ensemble de Segments de Texte), 4.7 version. The analyses showed that the teenagers, in their social representations, objectify the violence in familiar vocabulary, such as aggression, lack of respect, swearings, etc; they discriminated the different kinds, the frequency and the places where it happens; they demonstrated to distinguish the physical violence from the nonphysical and established relationships between them. The violence of school category aims, in the faculty s lack of commitment; in school negligence related to teachers absenteeism and the educators lack of authority or control, and, even, the omission of these ones when face the conflicts of violent nature. Nevertheless, they don t establish any relation between this kind of symbolic violence (of school) and the violence practiced at and against school. The sources that contribute to the production and dissemination of social representations of teenagers are: TV media, the own school, family, and friends. As purposes to the prevention/decreasing of educational violence, the teenagers suggest actions that involve repressive and punitive mechanisms; the interpersonal relations that establish themselves in school environment and the values construction, such as: mutual respect, the authority, the union, the dialogue, and the reconciliation |
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Placco, Vera Maria Nigro de Souzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4762306P9Costa, Jaqueline Batista de Oliveira2016-04-28T20:56:21Z2011-05-062011-04-19Costa, Jaqueline Batista de Oliveira. Adolescence and school violence: from social representations to the preventing purposes. 2011. 331 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/15977This work presents the results of a research whose general objective was identifying the teenagers social representations about violence physical and nonphysical at school and their suggestions to the prevention/decreasing of this situation. Specifically we intended to know the teenagers social representations about the violence to school, of school and at school, as well as the possible relations that they establish among these categories; to verify if the teenagers distinguished, in their social representations, the several kinds of educational violence - physical and nonphysical and the possible relations that they established among them; to recognize the sources that contribute to the production and dissemination of teenagers social representations about violence; and know the purposes/suggestions that the teenagers present to prevention/decreasing of different kinds of school violence and, even, to what extent such strategies involve their participation. Accordingly, the theory of social representations - proposed by Serge Moscovivi (1978) and his followers - and also studies of authors that debate about violence and adolescence - subsidized the theoretic-methodologicals to the approach, interpretation and analysis of the object in study. A group of forty-eight teenagers made part of this research, from 6th to 9th year in Elementary School of two public schools in Presidente Prudente city, São Paulo state. It was used a questionnaire of characterizations of the subjects, submitted to the treatment of qualitative and quantitative analysis, and, as the main methodological procedure of data collection, we used the focus group technique. The collected material generated two corpora, called violence and purposes , that were submitted to a quantitative analysis, using the software ALCESTE (Analyse Lexicale par Contexte d un Ensemble de Segments de Texte), 4.7 version. The analyses showed that the teenagers, in their social representations, objectify the violence in familiar vocabulary, such as aggression, lack of respect, swearings, etc; they discriminated the different kinds, the frequency and the places where it happens; they demonstrated to distinguish the physical violence from the nonphysical and established relationships between them. The violence of school category aims, in the faculty s lack of commitment; in school negligence related to teachers absenteeism and the educators lack of authority or control, and, even, the omission of these ones when face the conflicts of violent nature. Nevertheless, they don t establish any relation between this kind of symbolic violence (of school) and the violence practiced at and against school. The sources that contribute to the production and dissemination of social representations of teenagers are: TV media, the own school, family, and friends. As purposes to the prevention/decreasing of educational violence, the teenagers suggest actions that involve repressive and punitive mechanisms; the interpersonal relations that establish themselves in school environment and the values construction, such as: mutual respect, the authority, the union, the dialogue, and the reconciliationEste trabalho apresenta os resultados de uma pesquisa cujo objetivo geral foi identificar as representações sociais de adolescentes sobre violência física e não física - na escola e suas sugestões para a prevenção/redução dessa situação. Especificamente pretendíamos conhecer as representações sociais dos adolescentes sobre violência à escola, da escola e na escola, bem como as possíveis relações que eles estabelecem entre estas categorias; verificar se os adolescentes distinguiam, em suas representações sociais, os diversos tipos de violência escolar - física e não física - e as possíveis relações que estabeleciam entre elas; reconhecer as fontes que contribuem para a produção e disseminação das representações sociais dos adolescentes sobre violência; e conhecer as propostas/sugestões que os adolescentes apresentam para a prevenção/redução das diferentes formas de violência escolar e, ainda, em que medida tais estratégias envolvem a sua participação. Nesse sentido, a teoria das representações sociais - proposta por Serge Moscovici (1978) e seguidores - e também estudos de autores que discutem sobre violência e adolescência subsidiaram as opções teórico-metodológicas adotadas para a abordagem, interpretação e análise do objeto em estudo. Participaram desta investigação um grupo de quarenta e oito adolescentes, de 6º a 9º ano do Ensino Fundamental de duas escolas públicas do município de Presidente Prudente (SP). Foi utilizado um questionário de caracterização dos sujeitos, submetido a tratamento de análise qualiquantitativa, e, como principal procedimento metodológico de coleta de dados, utilizamos a técnica do grupo focal . O material coletado gerou dois corpi, denominados violência e propostas , que foram submetidos a uma análise quantitativa, empregando o software ALCESTE (Analyse Lexicale par Contexte d un Ensemble de Segments de Texte), versão 4.7. As análises revelaram que os adolescentes, em suas representações sociais, objetivam a violência em vocábulos familiares, tais como agressão, falta de respeito, xingamentos etc; discriminam os diferentes tipos, a frequência e os espaços em que ocorre; demonstram distinguir a violência física da não física e estabelecem relações entre elas. A categoria violência da escola objetiva-se, na falta de compromisso do corpo docente com o ensino; no descaso da escola quanto ao absenteísmo docente e na falta de autoridade ou controle dos educadores, e, ainda, na omissão dos mesmos frente aos conflitos de natureza violenta. Porém, não estabelecem relação alguma entre esta modalidade de violência simbólica (da escola) e a violência praticada na e contra a escola. São consideradas fontes que contribuem para a produção e disseminação das representações sociais dos adolescentes: a mídia televisiva, a própria escola, os familiares e os amigos. Como propostas para a prevenção/redução da violência escolar, os adolescentes sugerem ações que envolvem mecanismos punitivos e repressivos; as relações interpessoais que se estabelecem no ambiente escolar e a construção de valores, como: o respeito mútuo, a autoridade, a união, o diálogo, a reconciliaçãoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32211/Jaqueline%20Batista%20de%20Oliveira%20Costa.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaViolência escolarRepresentações sociaisAdolescênciaPrevenção da violência na escolaEducational violenceSocial representationsAdolescencePreventionCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIALAdolescência e violência escolar: das representações sociais às propostas de prevençãoAdolescence and school violence: from social representations to the preventing purposesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTJaqueline Batista de Oliveira Costa.pdf.txtJaqueline Batista de Oliveira Costa.pdf.txtExtracted texttext/plain670078https://repositorio.pucsp.br/xmlui/bitstream/handle/15977/3/Jaqueline%20Batista%20de%20Oliveira%20Costa.pdf.txt11769851bab3fa111e4c6ac7ae755d8fMD53ORIGINALJaqueline Batista de Oliveira Costa.pdfapplication/pdf2853960https://repositorio.pucsp.br/xmlui/bitstream/handle/15977/1/Jaqueline%20Batista%20de%20Oliveira%20Costa.pdfa659e592359fb6eedbc30a2beab8e330MD51THUMBNAILJaqueline Batista de Oliveira Costa.pdf.jpgJaqueline Batista de Oliveira Costa.pdf.jpgGenerated Thumbnailimage/jpeg2201https://repositorio.pucsp.br/xmlui/bitstream/handle/15977/2/Jaqueline%20Batista%20de%20Oliveira%20Costa.pdf.jpg844f0961b1fad3866e79ce13a0b68cb8MD52handle/159772022-04-27 15:03:28.17oai:repositorio.pucsp.br:handle/15977Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:03:28Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Adolescência e violência escolar: das representações sociais às propostas de prevenção |
dc.title.alternative.eng.fl_str_mv |
Adolescence and school violence: from social representations to the preventing purposes |
title |
Adolescência e violência escolar: das representações sociais às propostas de prevenção |
spellingShingle |
Adolescência e violência escolar: das representações sociais às propostas de prevenção Costa, Jaqueline Batista de Oliveira Violência escolar Representações sociais Adolescência Prevenção da violência na escola Educational violence Social representations Adolescence Prevention CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
title_short |
Adolescência e violência escolar: das representações sociais às propostas de prevenção |
title_full |
Adolescência e violência escolar: das representações sociais às propostas de prevenção |
title_fullStr |
Adolescência e violência escolar: das representações sociais às propostas de prevenção |
title_full_unstemmed |
Adolescência e violência escolar: das representações sociais às propostas de prevenção |
title_sort |
Adolescência e violência escolar: das representações sociais às propostas de prevenção |
author |
Costa, Jaqueline Batista de Oliveira |
author_facet |
Costa, Jaqueline Batista de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4762306P9 |
dc.contributor.author.fl_str_mv |
Costa, Jaqueline Batista de Oliveira |
contributor_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.subject.por.fl_str_mv |
Violência escolar Representações sociais Adolescência Prevenção da violência na escola |
topic |
Violência escolar Representações sociais Adolescência Prevenção da violência na escola Educational violence Social representations Adolescence Prevention CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
dc.subject.eng.fl_str_mv |
Educational violence Social representations Adolescence Prevention |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
description |
This work presents the results of a research whose general objective was identifying the teenagers social representations about violence physical and nonphysical at school and their suggestions to the prevention/decreasing of this situation. Specifically we intended to know the teenagers social representations about the violence to school, of school and at school, as well as the possible relations that they establish among these categories; to verify if the teenagers distinguished, in their social representations, the several kinds of educational violence - physical and nonphysical and the possible relations that they established among them; to recognize the sources that contribute to the production and dissemination of teenagers social representations about violence; and know the purposes/suggestions that the teenagers present to prevention/decreasing of different kinds of school violence and, even, to what extent such strategies involve their participation. Accordingly, the theory of social representations - proposed by Serge Moscovivi (1978) and his followers - and also studies of authors that debate about violence and adolescence - subsidized the theoretic-methodologicals to the approach, interpretation and analysis of the object in study. A group of forty-eight teenagers made part of this research, from 6th to 9th year in Elementary School of two public schools in Presidente Prudente city, São Paulo state. It was used a questionnaire of characterizations of the subjects, submitted to the treatment of qualitative and quantitative analysis, and, as the main methodological procedure of data collection, we used the focus group technique. The collected material generated two corpora, called violence and purposes , that were submitted to a quantitative analysis, using the software ALCESTE (Analyse Lexicale par Contexte d un Ensemble de Segments de Texte), 4.7 version. The analyses showed that the teenagers, in their social representations, objectify the violence in familiar vocabulary, such as aggression, lack of respect, swearings, etc; they discriminated the different kinds, the frequency and the places where it happens; they demonstrated to distinguish the physical violence from the nonphysical and established relationships between them. The violence of school category aims, in the faculty s lack of commitment; in school negligence related to teachers absenteeism and the educators lack of authority or control, and, even, the omission of these ones when face the conflicts of violent nature. Nevertheless, they don t establish any relation between this kind of symbolic violence (of school) and the violence practiced at and against school. The sources that contribute to the production and dissemination of social representations of teenagers are: TV media, the own school, family, and friends. As purposes to the prevention/decreasing of educational violence, the teenagers suggest actions that involve repressive and punitive mechanisms; the interpersonal relations that establish themselves in school environment and the values construction, such as: mutual respect, the authority, the union, the dialogue, and the reconciliation |
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2011 |
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2011-05-06 |
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2011-04-19 |
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2016-04-28T20:56:21Z |
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Costa, Jaqueline Batista de Oliveira. Adolescence and school violence: from social representations to the preventing purposes. 2011. 331 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/15977 |
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Costa, Jaqueline Batista de Oliveira. Adolescence and school violence: from social representations to the preventing purposes. 2011. 331 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
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