School violence: implications for management and curriculum dynamics
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , , , |
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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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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