School violence: implications for management and curriculum dynamics

Detalhes bibliográficos
Autor(a) principal: Galvao, Afonso
Data de Publicação: 2010
Outros Autores: Gomes, Cândido Alberto, Capanema, Clelia, Caliman, Geraldo, Câmara, Jacira
Tipo de documento: Artigo
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/468
Resumo: This paper presents the results of a set of exploratory research projects, aiming to investigate the school violence among students and teachers and some of their practical implications. Based on quantitative and qualitative methods, they focused on cases of public and private urban schools. Conclusions suggest that school is at the same time author, victim and a laboratory where students learn to do violence. Significant differences in violence perspectives recommend their discussion between students and teachers to establish a pact on common rules and approved behaviors. Essential conditions for that are democratic, non-bureaucratic, school management, with effective leadership, and curricular dynamics significant for students, emphasizing values and emotions in the framework of paradigmatic change in education.
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spelling School violence: implications for management and curriculum dynamicsViolencia escolar: implicaciones para la gestion y la dinamica curricularViolencias escolares: implicacoes para a gestao e o curriculoViolencia escolar; Sociologia de la Educacion; Gestion escolar; CurriculoSchool violence; Sociology of education; School management; CurriculumViolencia escolar; Sociologia da educação; Gestao escolar; CurriculoThis paper presents the results of a set of exploratory research projects, aiming to investigate the school violence among students and teachers and some of their practical implications. Based on quantitative and qualitative methods, they focused on cases of public and private urban schools. Conclusions suggest that school is at the same time author, victim and a laboratory where students learn to do violence. Significant differences in violence perspectives recommend their discussion between students and teachers to establish a pact on common rules and approved behaviors. Essential conditions for that are democratic, non-bureaucratic, school management, with effective leadership, and curricular dynamics significant for students, emphasizing values and emotions in the framework of paradigmatic change in education.Este trabajo presenta los resultados de un conjunto de proyectos de investigación educativa exploratoria cuyo objeto es conocer mejor las violencias escolares entre estudiantes y profesores y algunas de sus implicaciones practicas. En estos proyectos se utilizaron metodos cuantitativos y cualitativos, con foco en casos de escuelas urbanas públicas y privadas. Según sus conclusiones, la escuela es al mismo tiempo agente, victima y laboratorio del aprendizaje sobre la violencia. Las significativas diferencias entre los conceptos de violencias sucedidos entre docentes y estudiantes recomiendan su discusion por parte de los dos grupos, para pactar normas y conductas aprobadas. Para que esto se lleve a cabo es necesario contar con la gestion escolar democratica, no burocratica, con liderazgo efectivo, asi como tambien con dinamicas curriculares valiosas para los estudiantes, con enfasis en valores y emociones, en el contexto de cambios paradigmaticos de la educacion.Este trabalho apresenta os resultados de uma serie de pesquisas exploratorias com o objetivo de investigar as violencias escolares entre alunos e professores e algumas das suas implicacoes práticas. Utilizando metodos quantitativos e qualitativos, focalizaram casos especificos de estabelecimentos públicos e particulares urbanos. Suas conclusoes indicam que a escola se caracteriza ao mesmo tempo como autora, vitima e laboratorio para a aprendizagem de violencias. A existencia de discrepâncias significativas entre os conceitos de violencias recomendam o seu debate entre docentes e discentes para pactuar normas e condutas comuns. Para isso, e necessaria a gestao escolar democratica, nao burocratica, com uma lideranca efetiva, alem de dinâmicas curriculares significativas para os alunos, que enfatizem valores e emocoes, no quadro de mudancas paradigmaticas da educação.Fundação CesgranrioGalvao, AfonsoGomes, Cândido AlbertoCapanema, CleliaCaliman, GeraldoCâmara, Jacira2010-07-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/468Ensaio: Avaliação e Políticas Públicas em Educação; v. 18, n. 68 (2010): Revista Ensaio - Jul./Set.; 425-4421809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-08-14T21:24:20Zoai:ojs.localhost:article/468Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-08-14T21:24:20Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv School violence: implications for management and curriculum dynamics
Violencia escolar: implicaciones para la gestion y la dinamica curricular
Violencias escolares: implicacoes para a gestao e o curriculo
title School violence: implications for management and curriculum dynamics
spellingShingle School violence: implications for management and curriculum dynamics
Galvao, Afonso
Violencia escolar; Sociologia de la Educacion; Gestion escolar; Curriculo
School violence; Sociology of education; School management; Curriculum
Violencia escolar; Sociologia da educação; Gestao escolar; Curriculo
title_short School violence: implications for management and curriculum dynamics
title_full School violence: implications for management and curriculum dynamics
title_fullStr School violence: implications for management and curriculum dynamics
title_full_unstemmed School violence: implications for management and curriculum dynamics
title_sort School violence: implications for management and curriculum dynamics
author Galvao, Afonso
author_facet Galvao, Afonso
Gomes, Cândido Alberto
Capanema, Clelia
Caliman, Geraldo
Câmara, Jacira
author_role author
author2 Gomes, Cândido Alberto
Capanema, Clelia
Caliman, Geraldo
Câmara, Jacira
author2_role author
author
author
author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Galvao, Afonso
Gomes, Cândido Alberto
Capanema, Clelia
Caliman, Geraldo
Câmara, Jacira
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Violencia escolar; Sociologia de la Educacion; Gestion escolar; Curriculo
School violence; Sociology of education; School management; Curriculum
Violencia escolar; Sociologia da educação; Gestao escolar; Curriculo
topic Violencia escolar; Sociologia de la Educacion; Gestion escolar; Curriculo
School violence; Sociology of education; School management; Curriculum
Violencia escolar; Sociologia da educação; Gestao escolar; Curriculo
description This paper presents the results of a set of exploratory research projects, aiming to investigate the school violence among students and teachers and some of their practical implications. Based on quantitative and qualitative methods, they focused on cases of public and private urban schools. Conclusions suggest that school is at the same time author, victim and a laboratory where students learn to do violence. Significant differences in violence perspectives recommend their discussion between students and teachers to establish a pact on common rules and approved behaviors. Essential conditions for that are democratic, non-bureaucratic, school management, with effective leadership, and curricular dynamics significant for students, emphasizing values and emotions in the framework of paradigmatic change in education.
publishDate 2010
dc.date.none.fl_str_mv 2010-07-30
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/468
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/468
dc.language.iso.fl_str_mv pt; en; es
language_invalid_str_mv pt; en; es
dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv








dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 18, n. 68 (2010): Revista Ensaio - Jul./Set.; 425-442
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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