Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9672 |
Resumo: | This research approached theoretical references such as the theory of social recognition; the theory of social conflict; conflict theory and sociology of experience in order to answer the research questions: what are the contributions of these theories when we deal with conflicts in society in general and in the public school in particular? How do conflicts and violence take place in school spaces? How do educators and learners understand and coexist with conflicts and violence? An empirical part was carried out in two public schools of two cities of the interior of São Paulo. The objectives of the research were: to understand the conflicts and conflicts or violence from the perspective of the aforementioned theories and to analyze these theoretical references with the understanding about conflicts and violence, regarding educators (teachers and managers) and students and how these situations have been happening in the everyday reality of school. As a methodological procedure, we used focus groups: one with educators (teachers and managers) and the other with older students who were in high school or EJA, performing three meetings in each group. We understand, through the sociological theory of social conflict that relations of a democratic nature as dissent rather than consensus can be distorted by relations of power and political and economic dominance. Also, through the conception of students and educators that the understanding of violence was differentiated, and this harmed the communication and the agreements drawn between the subjects in the school. The sociology of experience has enabled us to understand that the significant social, scientific and technological transformations characteristic of the twentieth century incite divergences and conflict between generations, compromising social relations in the public space, such as the school, which encompasses a great number of differences, potentially becoming a source of conflict. Social conflicts are not a priori situations of violence, but rather, they reveal interests and desires that permeate social relations, and have the potential to be productive for the community if the issues involved are clear. |
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Gomes, Ronaldo MartinsLuiz, Maria Cecíliahttp://lattes.cnpq.br/7425361719028650http://lattes.cnpq.br/0047194253283912b2ca6970-0776-4ecd-80a1-75d712927d192018-04-05T18:35:37Z2018-04-05T18:35:37Z2017-02-13GOMES, Ronaldo Martins. Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9672.https://repositorio.ufscar.br/handle/ufscar/9672This research approached theoretical references such as the theory of social recognition; the theory of social conflict; conflict theory and sociology of experience in order to answer the research questions: what are the contributions of these theories when we deal with conflicts in society in general and in the public school in particular? How do conflicts and violence take place in school spaces? How do educators and learners understand and coexist with conflicts and violence? An empirical part was carried out in two public schools of two cities of the interior of São Paulo. The objectives of the research were: to understand the conflicts and conflicts or violence from the perspective of the aforementioned theories and to analyze these theoretical references with the understanding about conflicts and violence, regarding educators (teachers and managers) and students and how these situations have been happening in the everyday reality of school. As a methodological procedure, we used focus groups: one with educators (teachers and managers) and the other with older students who were in high school or EJA, performing three meetings in each group. We understand, through the sociological theory of social conflict that relations of a democratic nature as dissent rather than consensus can be distorted by relations of power and political and economic dominance. Also, through the conception of students and educators that the understanding of violence was differentiated, and this harmed the communication and the agreements drawn between the subjects in the school. The sociology of experience has enabled us to understand that the significant social, scientific and technological transformations characteristic of the twentieth century incite divergences and conflict between generations, compromising social relations in the public space, such as the school, which encompasses a great number of differences, potentially becoming a source of conflict. Social conflicts are not a priori situations of violence, but rather, they reveal interests and desires that permeate social relations, and have the potential to be productive for the community if the issues involved are clear.Esta pesquisa abordou referenciais teóricos como a teoria do reconhecimento social; a teoria do conflito social; teoria das conflitualidades e sociologia da experiência, a fim de responder as questões de pesquisa: quais são as contribuições dessas teorias quando tratamos de conflitos na sociedade em geral e na escola pública em particular? Como acontecem os conflitos e as violências nos espaços escolares? Como educadores e educandos entendem e convivem com os conflitos e violências? Foi realizada uma parte empírica em duas escolas públicas de duas cidades do interior paulista. Os objetivos da pesquisa foram: compreender os conflitos e as conflitualidades ou violências na perspectiva das teorias citadas acima e analisar esses referenciais teóricos com o entendimento sobre conflitos e violências, no que se refere aos educadores (docentes e gestores) e estudantes e como essas situações vêm acontecendo na realidade cotidiana da escola. Como procedimento metodológico, utilizamos grupos focais: um com educadores (docentes e gestores) e a outro com estudantes maiores de idade que estavam cursando o Ensino Médio ou EJA, realizando três encontros em cada grupo. Entendemos, por meio da teoria sociológica do conflito social que as relações de natureza democráticas como dissenso e não como consenso, estes podem ser falseados por relações de poder e de domínio político e econômico. Também, por meio da concepção de educandos e educadores que o entendimento de violências era diferenciado, e isso prejudicava a comunicação e os acordos traçados entre os sujeitos na escola. A sociologia da experiência nos possibilitou entender que as significativas transformações sociais, científicas e tecnológicas – características do século XX – incitam as divergências e conflitualidade entre as gerações, comprometendo as relações sociais no espaço público, como a escola, que abarca um grande número de diferenças, tornando-se potencialmente fonte de conflitos. Evidenciamos que os conflitos sociais não são a priori situações de violência, mas, descortinadores de interesses e vontades que permeiam as relações sociais, e têm potencial de serem produtivos para a coletividade se houver clareza das questões envolvidas.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarViolências escolaresConflito socialConflitualidadesConcepção de educandos e educadoresSchool violenceSocial conflictConflictConception of students and educatorsCIENCIAS HUMANAS::EDUCACAOConflitos, violências escolares e reconhecimento social : concepções de educandos e educadoresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline6006002593eaa9-d8e3-46ed-b9c5-bdbe70504081info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALGOMES_Ronaldo_2017.pdfGOMES_Ronaldo_2017.pdfapplication/pdf2369391https://repositorio.ufscar.br/bitstream/ufscar/9672/1/GOMES_Ronaldo_2017.pdfdf287d6a3d2895a36fc345f85c995310MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/9672/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTGOMES_Ronaldo_2017.pdf.txtGOMES_Ronaldo_2017.pdf.txtExtracted texttext/plain457151https://repositorio.ufscar.br/bitstream/ufscar/9672/3/GOMES_Ronaldo_2017.pdf.txt5b92391eb5919da3fffc89be008cd429MD53THUMBNAILGOMES_Ronaldo_2017.pdf.jpgGOMES_Ronaldo_2017.pdf.jpgIM Thumbnailimage/jpeg6464https://repositorio.ufscar.br/bitstream/ufscar/9672/4/GOMES_Ronaldo_2017.pdf.jpg59728c5d7117014a4dfe5ed1ce96514aMD54ufscar/96722023-09-18 18:31:42.014oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:42Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores |
title |
Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores |
spellingShingle |
Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores Gomes, Ronaldo Martins Violências escolares Conflito social Conflitualidades Concepção de educandos e educadores School violence Social conflict Conflict Conception of students and educators CIENCIAS HUMANAS::EDUCACAO |
title_short |
Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores |
title_full |
Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores |
title_fullStr |
Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores |
title_full_unstemmed |
Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores |
title_sort |
Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores |
author |
Gomes, Ronaldo Martins |
author_facet |
Gomes, Ronaldo Martins |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0047194253283912 |
dc.contributor.author.fl_str_mv |
Gomes, Ronaldo Martins |
dc.contributor.advisor1.fl_str_mv |
Luiz, Maria Cecília |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7425361719028650 |
dc.contributor.authorID.fl_str_mv |
b2ca6970-0776-4ecd-80a1-75d712927d19 |
contributor_str_mv |
Luiz, Maria Cecília |
dc.subject.por.fl_str_mv |
Violências escolares Conflito social Conflitualidades Concepção de educandos e educadores |
topic |
Violências escolares Conflito social Conflitualidades Concepção de educandos e educadores School violence Social conflict Conflict Conception of students and educators CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School violence Social conflict Conflict Conception of students and educators |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research approached theoretical references such as the theory of social recognition; the theory of social conflict; conflict theory and sociology of experience in order to answer the research questions: what are the contributions of these theories when we deal with conflicts in society in general and in the public school in particular? How do conflicts and violence take place in school spaces? How do educators and learners understand and coexist with conflicts and violence? An empirical part was carried out in two public schools of two cities of the interior of São Paulo. The objectives of the research were: to understand the conflicts and conflicts or violence from the perspective of the aforementioned theories and to analyze these theoretical references with the understanding about conflicts and violence, regarding educators (teachers and managers) and students and how these situations have been happening in the everyday reality of school. As a methodological procedure, we used focus groups: one with educators (teachers and managers) and the other with older students who were in high school or EJA, performing three meetings in each group. We understand, through the sociological theory of social conflict that relations of a democratic nature as dissent rather than consensus can be distorted by relations of power and political and economic dominance. Also, through the conception of students and educators that the understanding of violence was differentiated, and this harmed the communication and the agreements drawn between the subjects in the school. The sociology of experience has enabled us to understand that the significant social, scientific and technological transformations characteristic of the twentieth century incite divergences and conflict between generations, compromising social relations in the public space, such as the school, which encompasses a great number of differences, potentially becoming a source of conflict. Social conflicts are not a priori situations of violence, but rather, they reveal interests and desires that permeate social relations, and have the potential to be productive for the community if the issues involved are clear. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-02-13 |
dc.date.accessioned.fl_str_mv |
2018-04-05T18:35:37Z |
dc.date.available.fl_str_mv |
2018-04-05T18:35:37Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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dc.identifier.citation.fl_str_mv |
GOMES, Ronaldo Martins. Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9672. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9672 |
identifier_str_mv |
GOMES, Ronaldo Martins. Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores. 2017. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9672. |
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https://repositorio.ufscar.br/handle/ufscar/9672 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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Universidade Federal de São Carlos Câmpus São Carlos |
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