Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas
Autor(a) principal: | |
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Data de Publicação: | 2009 |
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/10173 |
Resumo: | The current research, Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas (School violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violence ), has studied an educational project for preventing the violence in the primary schools in the municipality of Santo André between the years 1998 and 2004. The research problem is based on the following questions: What are the implications to the curriculum derived from the Projeto Pela Vida, Não à Violência? In which way the school must define its curriculum while developing a preventive project of school violence? The abovementioned project is based on the education as an unrestricted guardian of the lives of the students who bring to the school the signs of multiple types of violence in their bodies and souls. The students were considered as individuals whose rights must be defended. When the project was proposed the main objective was to defend and to promote the rights ascribed by the Estatuto da Criança e do Adolescente (The statutory rights of children and teenagers). It could be proved that the prevention of the school violence brings about strong implications for the curriculum of the schools. The main implication is namely the need for a radical change in the traditional educational practices. It implies an adjustment of the education to the necessities and conditions of the students in a way that the numerous children at risk in Brazil could fruitful from good quality education feeling protected and happy. It implies the adoption of managerial practices based on the Participatory Democracy and the identification and correction of the multiple forms of violence produced even by the schools themselves. It implies the working on a theoretical framework of the school violence that enables to understand the reality, to orientate and to assess the strategies of prevention of school violence. It implies also the implementation of an ample and permanent capacity building program for teachers, staffs, representatives, students and their families. These implications are ethical and pedagogical requirements once the schools will hardly be able to instill the values of the sociability, dialogue, tolerance and human rights as long the schools themselves do not practice them. It implies, also, maintaining a permanent team to provide support and orientation. It implies the articulation with other preventive activities carried out by other actors in the society, institutions out of the schools environments given that the schools cannot be isolated in the task of the prevention of the violence. The project brought all these implications in varied forms such as networks, network interactions which by being eliminated lead to a trauma in the process of curricular change that was being built |
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Ponce, Branca Juremahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4711690H4&tipo=completo&idiomaExibicao=1Elias, Maria Auxiliadora2016-04-27T14:32:38Z2009-11-112009-10-29Elias, Maria Auxiliadora. School violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violence. 2009. 294 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.https://tede2.pucsp.br/handle/handle/10173The current research, Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas (School violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violence ), has studied an educational project for preventing the violence in the primary schools in the municipality of Santo André between the years 1998 and 2004. The research problem is based on the following questions: What are the implications to the curriculum derived from the Projeto Pela Vida, Não à Violência? In which way the school must define its curriculum while developing a preventive project of school violence? The abovementioned project is based on the education as an unrestricted guardian of the lives of the students who bring to the school the signs of multiple types of violence in their bodies and souls. The students were considered as individuals whose rights must be defended. When the project was proposed the main objective was to defend and to promote the rights ascribed by the Estatuto da Criança e do Adolescente (The statutory rights of children and teenagers). It could be proved that the prevention of the school violence brings about strong implications for the curriculum of the schools. The main implication is namely the need for a radical change in the traditional educational practices. It implies an adjustment of the education to the necessities and conditions of the students in a way that the numerous children at risk in Brazil could fruitful from good quality education feeling protected and happy. It implies the adoption of managerial practices based on the Participatory Democracy and the identification and correction of the multiple forms of violence produced even by the schools themselves. It implies the working on a theoretical framework of the school violence that enables to understand the reality, to orientate and to assess the strategies of prevention of school violence. It implies also the implementation of an ample and permanent capacity building program for teachers, staffs, representatives, students and their families. These implications are ethical and pedagogical requirements once the schools will hardly be able to instill the values of the sociability, dialogue, tolerance and human rights as long the schools themselves do not practice them. It implies, also, maintaining a permanent team to provide support and orientation. It implies the articulation with other preventive activities carried out by other actors in the society, institutions out of the schools environments given that the schools cannot be isolated in the task of the prevention of the violence. The project brought all these implications in varied forms such as networks, network interactions which by being eliminated lead to a trauma in the process of curricular change that was being builtA presente investigação, Violência escolar e implicações para o currículo: Projeto Pela Vida, Não à Violência - tramas e traumas , estudou um projeto educativo de prevenção à violência nas escolas desenvolvido na Rede Municipal de Ensino da Prefeitura de Santo André, no período de 1998-2004. O foco da pesquisa são as implicações do projeto para o currículo escolar. O projeto escolhido para esse estudo centrou-se na estratégia da educação como defensora incondicional da vida dos alunos/as, que trazem à escola as marcas no corpo e na alma de múltiplas violências. Os alunos/as são considerados/as como sujeitos de direitos. Foi possível comprovar no presente estudo que a prevenção à violência escolar trouxe fortes implicações para o currículo escolar, principalmente com a mudança radical na concepção e nas práticas educativas tradicionais. A prevenção implica em adequar a educação às necessidades e condições concretas dos alunos/as, para que as crianças em situação de risco, muito numerosas no Brasil, ao contrário da dinâmica que as afasta da escola, possam usufruir do direito à educação de qualidade, sentindose acolhidas e felizes. A prevenção implica em adotar uma gestão baseada na democracia participativa e em identificar e corrigir as várias formas de violência produzidas pela própria escola. Implica em trabalhar um marco teórico da violência escolar que ajude a fazer uma leitura adequada da realidade, a orientar e avaliar as estratégias de prevenção e em implantar um amplo e permanente programa de formação dos professores, funcionários, conselheiros, alunos e famílias. As implicações de tipo ético e pedagógico correspondem às exigências da prevenção, pois foi comprovado que escola dificilmente poderá educar nos valores da convivência, diálogo, tolerância, direitos humanos etc., se a própria escola não os praticar. A prevenção implica, também, em manter uma equipe permanente, especializada, para dar apoio e orientação. Implica em adotar formas de resolução de conflitos. Implica, inclusive, em se articular nas atividades de prevenção com outros atores sociais e institucionais externos à escola, que não deve ficar isolada nessa tarefa. O Projeto trouxe essas implicações de variadas formas, redes e tramas de realização até sua extinção provocou um trauma no processo curricular que vinha sendo construídoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22243/Maria%20Auxiliadora%20Elias.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoViolência escolarProjetos de prevenção à violência escolarCurrículoViolencia na escolaViolencia na escola -- PrevencaoSchool violencePreventive projectsCurriculumCNPQ::CIENCIAS HUMANAS::EDUCACAOViolência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumasSchool violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violenceinfo: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_SPTEXTMaria Auxiliadora Elias.pdf.txtMaria Auxiliadora Elias.pdf.txtExtracted texttext/plain876886https://repositorio.pucsp.br/xmlui/bitstream/handle/10173/3/Maria%20Auxiliadora%20Elias.pdf.txtd45404c55f799ed832d248aae3a661e5MD53ORIGINALMaria Auxiliadora Elias.pdfapplication/pdf3654712https://repositorio.pucsp.br/xmlui/bitstream/handle/10173/1/Maria%20Auxiliadora%20Elias.pdf97c4040999d8af3431e4534ace97e1a4MD51THUMBNAILMaria Auxiliadora Elias.pdf.jpgMaria Auxiliadora Elias.pdf.jpgGenerated Thumbnailimage/jpeg2996https://repositorio.pucsp.br/xmlui/bitstream/handle/10173/2/Maria%20Auxiliadora%20Elias.pdf.jpg40e79c7e6e8fa26430f5698476e2c480MD52handle/101732022-04-28 03:33:16.103oai:repositorio.pucsp.br:handle/10173Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T06:33:16Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas |
dc.title.alternative.eng.fl_str_mv |
School violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violence |
title |
Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas |
spellingShingle |
Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas Elias, Maria Auxiliadora Violência escolar Projetos de prevenção à violência escolar Currículo Violencia na escola Violencia na escola -- Prevencao School violence Preventive projects Curriculum CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas |
title_full |
Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas |
title_fullStr |
Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas |
title_full_unstemmed |
Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas |
title_sort |
Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas |
author |
Elias, Maria Auxiliadora |
author_facet |
Elias, Maria Auxiliadora |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ponce, Branca Jurema |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4711690H4&tipo=completo&idiomaExibicao=1 |
dc.contributor.author.fl_str_mv |
Elias, Maria Auxiliadora |
contributor_str_mv |
Ponce, Branca Jurema |
dc.subject.por.fl_str_mv |
Violência escolar Projetos de prevenção à violência escolar Currículo Violencia na escola Violencia na escola -- Prevencao |
topic |
Violência escolar Projetos de prevenção à violência escolar Currículo Violencia na escola Violencia na escola -- Prevencao School violence Preventive projects Curriculum CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School violence Preventive projects Curriculum |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The current research, Violência escolar e implicações para o currículo: o Projeto Pela Vida, Não à Violência - tramas e traumas (School violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violence ), has studied an educational project for preventing the violence in the primary schools in the municipality of Santo André between the years 1998 and 2004. The research problem is based on the following questions: What are the implications to the curriculum derived from the Projeto Pela Vida, Não à Violência? In which way the school must define its curriculum while developing a preventive project of school violence? The abovementioned project is based on the education as an unrestricted guardian of the lives of the students who bring to the school the signs of multiple types of violence in their bodies and souls. The students were considered as individuals whose rights must be defended. When the project was proposed the main objective was to defend and to promote the rights ascribed by the Estatuto da Criança e do Adolescente (The statutory rights of children and teenagers). It could be proved that the prevention of the school violence brings about strong implications for the curriculum of the schools. The main implication is namely the need for a radical change in the traditional educational practices. It implies an adjustment of the education to the necessities and conditions of the students in a way that the numerous children at risk in Brazil could fruitful from good quality education feeling protected and happy. It implies the adoption of managerial practices based on the Participatory Democracy and the identification and correction of the multiple forms of violence produced even by the schools themselves. It implies the working on a theoretical framework of the school violence that enables to understand the reality, to orientate and to assess the strategies of prevention of school violence. It implies also the implementation of an ample and permanent capacity building program for teachers, staffs, representatives, students and their families. These implications are ethical and pedagogical requirements once the schools will hardly be able to instill the values of the sociability, dialogue, tolerance and human rights as long the schools themselves do not practice them. It implies, also, maintaining a permanent team to provide support and orientation. It implies the articulation with other preventive activities carried out by other actors in the society, institutions out of the schools environments given that the schools cannot be isolated in the task of the prevention of the violence. The project brought all these implications in varied forms such as networks, network interactions which by being eliminated lead to a trauma in the process of curricular change that was being built |
publishDate |
2009 |
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2009-11-11 |
dc.date.issued.fl_str_mv |
2009-10-29 |
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2016-04-27T14:32:38Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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Elias, Maria Auxiliadora. School violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violence. 2009. 294 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10173 |
identifier_str_mv |
Elias, Maria Auxiliadora. School violence and implications for the curriculum: thrillers and traumas of the project for the life, no to the violence. 2009. 294 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
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