Conflict, violence and injustice at school? Possible path to a fair school

Detalhes bibliográficos
Autor(a) principal: Schilling, Flávia Inês
Data de Publicação: 2016
Outros Autores: Angelucci, Carla Biancha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/3675
Resumo: This paper is based on a review of the theories that discuss the social role of school, mainly regarding its objectives and how it handles conflict. We discuss research results conducted with students from high school, youth and adult education and higher education, as well as São Paulo’s public school teachers, about their perception of fairness and unfairness at school. We propose some articulations of the conflicts experienced in school and the development of conditions offensive to humanity. The experience of “fairness” would be related to the social recognition of the conditions of everyday life. Therefore, the narrative stops being centered around violence, as an abstract idea, which expresses itself as pathological bodies, to be understood as a public scene, centered around asocial context reified and experienced by subjects who, directly or indirectly, have their dignity degraded.  
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spelling Conflict, violence and injustice at school? Possible path to a fair school¿Conflictos, violencias, injusticias en la escuela? Posibles caminos para una escuela justaConflits, violences, injustices à l’école ? Voies possibles pour une école justeConflitos, violências, injustiças na escola? Caminhos possíveis para uma escola justaViolênciaEscolasJustiçaDireitos Humanosescola justaviolênciaeducaçãoViolenceÉcolesJusticeDroits HumainsViolenciaEscuelasJusticiaDerechos HumanosViolenceSchoolsJusticeHuman RightsThis paper is based on a review of the theories that discuss the social role of school, mainly regarding its objectives and how it handles conflict. We discuss research results conducted with students from high school, youth and adult education and higher education, as well as São Paulo’s public school teachers, about their perception of fairness and unfairness at school. We propose some articulations of the conflicts experienced in school and the development of conditions offensive to humanity. The experience of “fairness” would be related to the social recognition of the conditions of everyday life. Therefore, the narrative stops being centered around violence, as an abstract idea, which expresses itself as pathological bodies, to be understood as a public scene, centered around asocial context reified and experienced by subjects who, directly or indirectly, have their dignity degraded.  Este trabajo parte de la revisión de las teorías que abordan el lugar social de la escuela, sobre todo en lo que concierne a sus objetivos y al enfrentamiento de las situaciones de conflicto en su interior. Se discuten resultados de una investigación realizada con estudiantes de secundaria, educación de jóvenes y adultos y educación superior e profesores de la red pública estadual de educación de São Paulo a propósito de las percepciones sobre lo justo y lo injusto en la escuela. Se proponen algunas articulaciones entre conflictos vividos en la escuela y la producción de condiciones indignas de humanización. La experiencia de lo justo estaría relacionada al reconocimiento social de las condiciones en las que se produce la vida. La narrativa deja de tener en su centro a la violencia como ente abstracto, que se objetiva en cuerpos patológicos, para ser comprendida como escena pública, objetivada en un contexto social reificante e vivida por sujetos que, directa o indirectamente, tienen su dignidad humillada.  Ce travail a comme point de départ la révision des théories qui abordent la place sociale de l’école, notamment en ce qui concerne ses objectifs et l’affrontement de situations de conflit à l’intérieur de celle-ci. Nous discuterons les résultats d’une recherche sur les étudiants de l’enseignement secondaire, l’éducation de jeunes et adultes, l’enseignement supérieur et sur les enseignants du réseau public d’enseignement de l’État de São Paulo, au sujet des perceptions de juste et d’injuste à l’école. Nous proposons quelques articulations entre les conflits vécus à l’école et la production de conditions indignes d’humanisation. L’expérience du juste serait liée à la reconnaissance sociale des conditions de production de la vie. Le récit n’a plus comme centre la violence, en tant qu’être abstrait, qui devient objectif dans de corps pathologiques, et se comprend comme une scène publique, objectivée dans un contexte social réifiant, et vécu par des sujets dont la dignité est avilie, de manière directe ou indirecte.  Este trabalho parte da revisão das teorias que abordam o lugar social da escola,destacadamente quanto aos seus objetivos e enfrentamento das situações de conflito em seu interior. São discutidos resultados de pesquisa realizada com estudantes de ensino médio, educação de jovens e adultos e ensino superior e professores da rede pública estadual paulista de educação, a respeito das percepções sobre o justo e o injusto na escola. Propõem-se algumas articulações entre conflitos vividos na escola e produção de condições indignas de humanização. A experiência do justo estaria relacionada ao reconhecimento social das condições em que a vida se produz. A narrativa deixa de ter em seu centro a violência, como ente abstrato, que se objetiva em corpos patológicos, para ser compreendida como cena pública, objetivada em um contexto social reificante e vivida por sujeitos que, direta ou indiretamente, têm sua dignidade aviltada.Fundação Carlos Chagas2016-10-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3675Cadernos de Pesquisa; Vol. 46 No. 161: jul./set.2016; 694-715Cadernos de Pesquisa; Vol. 46 Núm. 161: jul./set.2016; 694-715Cadernos de Pesquisa; Vol. 46 No. 161: jul./set.2016; 694-715Cadernos de Pesquisa; v. 46 n. 161: jul./set.2016; 694-7151980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/3675/pdfCopyright (c) 2016 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSchilling, Flávia InêsAngelucci, Carla Biancha2022-12-07T15:58:55Zoai:ojs.publicacoes.fcc.org.br:article/3675Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-07T15:58:55Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Conflict, violence and injustice at school? Possible path to a fair school
¿Conflictos, violencias, injusticias en la escuela? Posibles caminos para una escuela justa
Conflits, violences, injustices à l’école ? Voies possibles pour une école juste
Conflitos, violências, injustiças na escola? Caminhos possíveis para uma escola justa
title Conflict, violence and injustice at school? Possible path to a fair school
spellingShingle Conflict, violence and injustice at school? Possible path to a fair school
Schilling, Flávia Inês
Violência
Escolas
Justiça
Direitos Humanos
escola justa
violência
educação
Violence
Écoles
Justice
Droits Humains
Violencia
Escuelas
Justicia
Derechos Humanos
Violence
Schools
Justice
Human Rights
title_short Conflict, violence and injustice at school? Possible path to a fair school
title_full Conflict, violence and injustice at school? Possible path to a fair school
title_fullStr Conflict, violence and injustice at school? Possible path to a fair school
title_full_unstemmed Conflict, violence and injustice at school? Possible path to a fair school
title_sort Conflict, violence and injustice at school? Possible path to a fair school
author Schilling, Flávia Inês
author_facet Schilling, Flávia Inês
Angelucci, Carla Biancha
author_role author
author2 Angelucci, Carla Biancha
author2_role author
dc.contributor.author.fl_str_mv Schilling, Flávia Inês
Angelucci, Carla Biancha
dc.subject.por.fl_str_mv Violência
Escolas
Justiça
Direitos Humanos
escola justa
violência
educação
Violence
Écoles
Justice
Droits Humains
Violencia
Escuelas
Justicia
Derechos Humanos
Violence
Schools
Justice
Human Rights
topic Violência
Escolas
Justiça
Direitos Humanos
escola justa
violência
educação
Violence
Écoles
Justice
Droits Humains
Violencia
Escuelas
Justicia
Derechos Humanos
Violence
Schools
Justice
Human Rights
description This paper is based on a review of the theories that discuss the social role of school, mainly regarding its objectives and how it handles conflict. We discuss research results conducted with students from high school, youth and adult education and higher education, as well as São Paulo’s public school teachers, about their perception of fairness and unfairness at school. We propose some articulations of the conflicts experienced in school and the development of conditions offensive to humanity. The experience of “fairness” would be related to the social recognition of the conditions of everyday life. Therefore, the narrative stops being centered around violence, as an abstract idea, which expresses itself as pathological bodies, to be understood as a public scene, centered around asocial context reified and experienced by subjects who, directly or indirectly, have their dignity degraded.  
publishDate 2016
dc.date.none.fl_str_mv 2016-10-14
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://publicacoes.fcc.org.br/cp/article/view/3675
url https://publicacoes.fcc.org.br/cp/article/view/3675
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3675/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2016 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 46 No. 161: jul./set.2016; 694-715
Cadernos de Pesquisa; Vol. 46 Núm. 161: jul./set.2016; 694-715
Cadernos de Pesquisa; Vol. 46 No. 161: jul./set.2016; 694-715
Cadernos de Pesquisa; v. 46 n. 161: jul./set.2016; 694-715
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
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instname_str Fundação Carlos Chagas (FCC)
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reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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