Indisciplina e violência na escola : concepções e discursos de educadores
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/7740 |
Resumo: | This research aimed at analyzing the teachers‟ discourses from a state school at the interior of São Paulo State as their understandings about conflict, indiscipline and / or violence inside the school and investigate if these conceptions are reflected in their practices, when dealing with the occurrences of these events in their space. It is characterized for being a qualitative study, using two methodological instruments: a documental analysis, a survey of cases of indiscipline and violence through occurrences‟ folder; and two focus groups: one with the management staff of the school (the School‟s Mediator, the Coordinators of Elementary School I, II and High School, and the Coordinator of Support to the Management staff); and the other, with their teachers.The results were analyzed from the perspective of French Analysis of the Discourse, which allowed us to understand the speech of those educators as follows: their understandings were not the same, there were several contradictions with strong prospects for relations of power. The cases of violence officially registered in the researched school were or sporadic, or were being veiled by educators. Mainly for the management team indiscipline is related to the students‟ learning, and for teachers, by the other hand, the disrespect that occurs between students ends up generating violence in school spaces; There was no standardization for actions taken as indiscipline and / or violent at school, the individual perception of who registered determined the situation and decision-making of theses educators. It was possible to check that students were hardly heard, or had few real opportunities for participation and dialogue. It was only up to managers the deciding of what would be done ahead in the instances of conflict or violence, in order that the matter be solved within by the direction and school coordination. We conclude that, at the school studied, there was a speech of appreciation of the dialogue as a solution tool for cases of conflict, indiscipline and violence, but behind this design, the various power relations that develop within the school environment are still implicit and rooted both with respect to students and teachers, and between these teachers and management. |
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Vergna, Ariel Cristina GattiLuiz, Maria Cecíliahttp://lattes.cnpq.br/7425361719028650http://lattes.cnpq.br/9474338308658475038e01d2-64ee-45d3-a4ac-428265280bc72016-10-10T14:52:04Z2016-10-10T14:52:04Z2016-02-19VERGNA, Ariel Cristina Gatti. Indisciplina e violência na escola : concepções e discursos de educadores. 2016. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7740.https://repositorio.ufscar.br/handle/ufscar/7740This research aimed at analyzing the teachers‟ discourses from a state school at the interior of São Paulo State as their understandings about conflict, indiscipline and / or violence inside the school and investigate if these conceptions are reflected in their practices, when dealing with the occurrences of these events in their space. It is characterized for being a qualitative study, using two methodological instruments: a documental analysis, a survey of cases of indiscipline and violence through occurrences‟ folder; and two focus groups: one with the management staff of the school (the School‟s Mediator, the Coordinators of Elementary School I, II and High School, and the Coordinator of Support to the Management staff); and the other, with their teachers.The results were analyzed from the perspective of French Analysis of the Discourse, which allowed us to understand the speech of those educators as follows: their understandings were not the same, there were several contradictions with strong prospects for relations of power. The cases of violence officially registered in the researched school were or sporadic, or were being veiled by educators. Mainly for the management team indiscipline is related to the students‟ learning, and for teachers, by the other hand, the disrespect that occurs between students ends up generating violence in school spaces; There was no standardization for actions taken as indiscipline and / or violent at school, the individual perception of who registered determined the situation and decision-making of theses educators. It was possible to check that students were hardly heard, or had few real opportunities for participation and dialogue. It was only up to managers the deciding of what would be done ahead in the instances of conflict or violence, in order that the matter be solved within by the direction and school coordination. We conclude that, at the school studied, there was a speech of appreciation of the dialogue as a solution tool for cases of conflict, indiscipline and violence, but behind this design, the various power relations that develop within the school environment are still implicit and rooted both with respect to students and teachers, and between these teachers and management.Esta investigação teve como objetivos analisar o discurso de educadores de uma escola estadual do interior de São Paulo quanto as suas compreensões a respeito de conflito, indisciplina e/ou violência na escola e investigar se essas concepções se refletem em suas práticas quando lidam com as ocorrências desses eventos em seu espaço. Caracteriza-se por ser uma pesquisa qualitativa, com utilização de dois instrumentos metodológicos: análise documental, com levantamento de casos de indisciplina e violência por meio dos Livros de Ocorrências Escolares (LOE) e da Pasta de Ocorrências; e dois grupos focais: um com a equipe gestora da escola (Professor Mediador Escolar e Comunitário – PMEC, Professores Coordenadores do Ensino Fundamental I, II e Ensino Médio, Professor Coordenador de Apoio a Gestão - PCAG); e o outro, com seus docentes. Toda a parte empírica foi realizada em uma escola pública estadual de Ensino Fundamental e Médio, do interior de São Paulo. Os resultados foram analisados sob a ótica da Análise do Discurso francesa, que nos permitiu compreender alguns aspectos intrínsecos ao discurso desses educadores. O primeiro deles foi de que as concepções da equipe gestora e dos professores não eram as mesmas, sendo que várias foram as contradições, com perspectivas fortes de relações de poder. Os casos de violência oficialmente registrados na escola pesquisada ou eram esporádicos, ou estavam sendo velados pelos educadores. Principalmente para a equipe gestora a indisciplina está relacionada com a dificuldade de aprendizagem dos alunos, sendo que para os professores, o desrespeito que ocorre entre alunos acaba gerando a violência nos espaços escolares. Não havia uma padronização para as atitudes tidas como indisciplinares e/ou violentas na escola, a percepção individual de quem registrava era que determinava a situação e a tomada de decisão. Várias foram as evidências de que os estudantes eram pouco ouvidos, ou tinham poucos espaços reais de participação e diálogo, sendo que cabia somente aos gestores decidirem o que seria feito frente as ocorrências de conflitos ou violência, com o intuito de que o assunto fosse resolvido dentro das instâncias da direção e coordenação da escola. Concluímos que, na escola existia o discurso da valorização do diálogo como instrumento de solução para os casos de conflito, indisciplina e violência, porém, por detrás desta concepção, ainda estão implícitas e enraizadas as várias relações de poder que se desenvolvem dentro do espaço escolar, tanto com relação aos alunos e professores, como entre esses docentes e a gestão.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarIndisciplina e Violência EscolarAnálise do DiscursoDiscursos de EducadoresIndiscipline and Violence in SchoolsDiscourse AnalysisDiscourses of EducatorsCIENCIAS HUMANAS::EDUCACAOIndisciplina e violência na escola : concepções e discursos de educadoresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline6006002593eaa9-d8e3-46ed-b9c5-bdbe70504081info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissACGV.pdfDissACGV.pdfapplication/pdf1500222https://repositorio.ufscar.br/bitstream/ufscar/7740/1/DissACGV.pdf55db6b93c3a67132137a4d8c93ca980bMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/7740/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTDissACGV.pdf.txtDissACGV.pdf.txtExtracted texttext/plain300436https://repositorio.ufscar.br/bitstream/ufscar/7740/3/DissACGV.pdf.txta6876c1aa28051a5915a8f9228a81890MD53THUMBNAILDissACGV.pdf.jpgDissACGV.pdf.jpgIM Thumbnailimage/jpeg6025https://repositorio.ufscar.br/bitstream/ufscar/7740/4/DissACGV.pdf.jpgbec2b714082603729a2818d0e3ef02bbMD54ufscar/77402023-09-18 18:30:58.594oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:58Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Indisciplina e violência na escola : concepções e discursos de educadores |
title |
Indisciplina e violência na escola : concepções e discursos de educadores |
spellingShingle |
Indisciplina e violência na escola : concepções e discursos de educadores Vergna, Ariel Cristina Gatti Indisciplina e Violência Escolar Análise do Discurso Discursos de Educadores Indiscipline and Violence in Schools Discourse Analysis Discourses of Educators CIENCIAS HUMANAS::EDUCACAO |
title_short |
Indisciplina e violência na escola : concepções e discursos de educadores |
title_full |
Indisciplina e violência na escola : concepções e discursos de educadores |
title_fullStr |
Indisciplina e violência na escola : concepções e discursos de educadores |
title_full_unstemmed |
Indisciplina e violência na escola : concepções e discursos de educadores |
title_sort |
Indisciplina e violência na escola : concepções e discursos de educadores |
author |
Vergna, Ariel Cristina Gatti |
author_facet |
Vergna, Ariel Cristina Gatti |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9474338308658475 |
dc.contributor.author.fl_str_mv |
Vergna, Ariel Cristina Gatti |
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 |
038e01d2-64ee-45d3-a4ac-428265280bc7 |
contributor_str_mv |
Luiz, Maria Cecília |
dc.subject.por.fl_str_mv |
Indisciplina e Violência Escolar Análise do Discurso Discursos de Educadores |
topic |
Indisciplina e Violência Escolar Análise do Discurso Discursos de Educadores Indiscipline and Violence in Schools Discourse Analysis Discourses of Educators CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Indiscipline and Violence in Schools Discourse Analysis Discourses of Educators |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research aimed at analyzing the teachers‟ discourses from a state school at the interior of São Paulo State as their understandings about conflict, indiscipline and / or violence inside the school and investigate if these conceptions are reflected in their practices, when dealing with the occurrences of these events in their space. It is characterized for being a qualitative study, using two methodological instruments: a documental analysis, a survey of cases of indiscipline and violence through occurrences‟ folder; and two focus groups: one with the management staff of the school (the School‟s Mediator, the Coordinators of Elementary School I, II and High School, and the Coordinator of Support to the Management staff); and the other, with their teachers.The results were analyzed from the perspective of French Analysis of the Discourse, which allowed us to understand the speech of those educators as follows: their understandings were not the same, there were several contradictions with strong prospects for relations of power. The cases of violence officially registered in the researched school were or sporadic, or were being veiled by educators. Mainly for the management team indiscipline is related to the students‟ learning, and for teachers, by the other hand, the disrespect that occurs between students ends up generating violence in school spaces; There was no standardization for actions taken as indiscipline and / or violent at school, the individual perception of who registered determined the situation and decision-making of theses educators. It was possible to check that students were hardly heard, or had few real opportunities for participation and dialogue. It was only up to managers the deciding of what would be done ahead in the instances of conflict or violence, in order that the matter be solved within by the direction and school coordination. We conclude that, at the school studied, there was a speech of appreciation of the dialogue as a solution tool for cases of conflict, indiscipline and violence, but behind this design, the various power relations that develop within the school environment are still implicit and rooted both with respect to students and teachers, and between these teachers and management. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-10T14:52:04Z |
dc.date.available.fl_str_mv |
2016-10-10T14:52:04Z |
dc.date.issued.fl_str_mv |
2016-02-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
VERGNA, Ariel Cristina Gatti. Indisciplina e violência na escola : concepções e discursos de educadores. 2016. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7740. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/7740 |
identifier_str_mv |
VERGNA, Ariel Cristina Gatti. Indisciplina e violência na escola : concepções e discursos de educadores. 2016. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7740. |
url |
https://repositorio.ufscar.br/handle/ufscar/7740 |
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por |
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600 600 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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