Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UCB |
Texto Completo: | https://bdtd.ucb.br:8443/jspui/handle/tede/1983 |
Resumo: | We enter the twenty-first century and violence in schools is still being discussed on national and international scene. What appeared to be incipient in the literature? Life stories of students who repeatedly practiced school violence. Thus, this study aimed to investigate the educational path of students who repeat the practice of school violence and its relation with family and school context. In order to achieve the proposed objectives we opted for a qualitative approach, combining multiple case studies and life stories. The data generation techniques were: extended interview, individual semistructured interviews, focus group interview, document analysis and observation. Thirty-one people participated in this research; fifteen students from elementary and high school, four teachers, two principals, five educational experts, two assistants for basic education services and three parents. Four State schools from Montes Claros-MG took part in this research. The results suggest that in the schools everyday routine there are different types of violence: incivility, bullying, vandalism and pedagogical negligence, which differ from other social spaces, considering that there are institutional and organizational aspects that shape the social conflicts at the schools and inherent to their context; that schools create their own diversions and then react to handle them; that it is necessary to overcome the position of conceiving the student who practices school violence as delinquent or victim, giving visibility to the context in which he finds himself, and also break with the reductionist vision and start a globalizing one, that is, to associate the identity of the student to a single aspect ??? violence - and to leave the other aspects behind - social class, gender, education, among others; that labels such as the face of violence can be built from the beginning of school life; that the face of the galley emerges from the 6th year of schooling. In many educational paths, school failure and violence go hand in hand, focusing on students and building these faces of violence. When violence persists, the most affected are the students who fail, get transferred or evade. If they are able to finish their primary education, they accumulate large educational delay. When they reach high school and finish it, they enter the labor market, which requires late completion of that level of education. Therefore, the faces of violence and school failure are transfigured into the face of social exclusion, continuing the intergenerational vicious cycle. However, there is also the face of hope, showing the possibility of a vicious circle becoming a virtuous one. |
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Gomes, Candido Albertohttp://lattes.cnpq.br/2111359646959852http://lattes.cnpq.br/9639812420066103Lopes, Rosilene Beatriz2016-11-23T17:14:46Z2013-03-14LOPES, Rosilene Beatriz. Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar. 2013. 299f. Tese( Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2014.https://bdtd.ucb.br:8443/jspui/handle/tede/1983We enter the twenty-first century and violence in schools is still being discussed on national and international scene. What appeared to be incipient in the literature? Life stories of students who repeatedly practiced school violence. Thus, this study aimed to investigate the educational path of students who repeat the practice of school violence and its relation with family and school context. In order to achieve the proposed objectives we opted for a qualitative approach, combining multiple case studies and life stories. The data generation techniques were: extended interview, individual semistructured interviews, focus group interview, document analysis and observation. Thirty-one people participated in this research; fifteen students from elementary and high school, four teachers, two principals, five educational experts, two assistants for basic education services and three parents. Four State schools from Montes Claros-MG took part in this research. The results suggest that in the schools everyday routine there are different types of violence: incivility, bullying, vandalism and pedagogical negligence, which differ from other social spaces, considering that there are institutional and organizational aspects that shape the social conflicts at the schools and inherent to their context; that schools create their own diversions and then react to handle them; that it is necessary to overcome the position of conceiving the student who practices school violence as delinquent or victim, giving visibility to the context in which he finds himself, and also break with the reductionist vision and start a globalizing one, that is, to associate the identity of the student to a single aspect ??? violence - and to leave the other aspects behind - social class, gender, education, among others; that labels such as the face of violence can be built from the beginning of school life; that the face of the galley emerges from the 6th year of schooling. In many educational paths, school failure and violence go hand in hand, focusing on students and building these faces of violence. When violence persists, the most affected are the students who fail, get transferred or evade. If they are able to finish their primary education, they accumulate large educational delay. When they reach high school and finish it, they enter the labor market, which requires late completion of that level of education. Therefore, the faces of violence and school failure are transfigured into the face of social exclusion, continuing the intergenerational vicious cycle. However, there is also the face of hope, showing the possibility of a vicious circle becoming a virtuous one.Entramos no s??culo XXI e as viol??ncias nas escolas continuam no debate do cen??rio nacional e internacional. O que se mostrava incipiente na literatura? Hist??rias de vidas de alunos reincidentes na pr??tica de viol??ncia escolar. Assim, esta pesquisa teve por objetivo investigar percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar e suas rela????es com o contexto escolar e familiar. Para alcan??ar os objetivos propostos, optou-se pela abordagem qualitativa, combinando estudo de casos m??ltiplos e relatos de vida, tendo como t??cnicas de gera????o de dados a entrevista prolongada, a entrevista semiestruturada individual, a entrevista de grupo focal, a an??lise documental e a observa????o. Participaram desta pesquisa trinta e uma pessoas, quinze estudantes do ensino fundamental e do ensino m??dio, quatro professoras, duas diretoras, cinco especialistas em educa????o, dois auxiliares de servi??os da educa????o b??sica e tr??s pais. Fizeram parte desta pesquisa quatro escolas da rede p??blica estadual de Montes Claros- MG. Os resultados sugerem que no cotidiano das escolas existem diferentes tipos de viol??ncias: incivilidades, bullying, vandalismo e neglig??ncia pedag??gica, que diferem dos outros espa??os sociais, haja vista que existem aspectos institucionais e organizacionais que moldam os conflitos sociais no ambiente escolar pr??prios do seu contexto; que as escolas criam seus pr??prios desvios e depois reagem para manej??-los; que ?? preciso superar a posi????o de conceber o aluno reincidente na pr??tica de viol??ncia escolar como r??u ou v??tima e dar visibilidade ao contexto em que ele se encontra e, ainda, romper com a vis??o reducionista partindo para uma vis??o globalizante, ou seja, de associar a identidade do aluno a um ??nico aspecto, a viol??ncia praticada, esquecendo-se dos demais aspectos, classe social, g??nero, escolaridade, dentre outros; que a rotulagem como rosto da viol??ncia pode ser constru??da desde o in??cio da vida escolar; que o rosto da galera surge a partir do 6?? ano de escolariza????o. Em muitos percursos escolares, viol??ncia e fracasso escolar caminham lado a lado, incidindo sobre os alunos e construindo esses rostos da viol??ncia. Quando as viol??ncias persistem, os mais atingidos s??o os alunos, que s??o reprovados, transferidos ou se evadem. Se conseguem concluir o ensino fundamental, acumulam grande atraso escolar. Quando chegam ao ensino m??dio e o concluem, entram para o mercado de trabalho, que exige a conclus??o desse n??vel de ensino tardiamente. Assim, os rostos das viol??ncias e do fracasso escolar se transfiguram no rosto da exclus??o social, dando continuidade ao c??rculo vicioso intergeracional. Todavia, tamb??m existe o rosto da esperan??a, mostrando a possibilidade desse c??rculo vicioso se transformar no c??rculo virtuoso.Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-11-23T17:14:46Z No. of bitstreams: 1 RosileneBeatrizLopesTeseparcial2013.pdf: 985492 bytes, checksum: 554ecb2b6995d17d2dcc128e1fbd9797 (MD5)Made available in DSpace on 2016-11-23T17:14:46Z (GMT). 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dc.title.por.fl_str_mv |
Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar |
title |
Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar |
spellingShingle |
Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar Lopes, Rosilene Beatriz Educa????o Viol??ncia escolar Administra????o escolar Exclus??o social Aprendizagem CIENCIAS HUMANAS::EDUCACAO |
title_short |
Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar |
title_full |
Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar |
title_fullStr |
Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar |
title_full_unstemmed |
Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar |
title_sort |
Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar |
author |
Lopes, Rosilene Beatriz |
author_facet |
Lopes, Rosilene Beatriz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gomes, Candido Alberto |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2111359646959852 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9639812420066103 |
dc.contributor.author.fl_str_mv |
Lopes, Rosilene Beatriz |
contributor_str_mv |
Gomes, Candido Alberto |
dc.subject.por.fl_str_mv |
Educa????o Viol??ncia escolar Administra????o escolar Exclus??o social Aprendizagem |
topic |
Educa????o Viol??ncia escolar Administra????o escolar Exclus??o social Aprendizagem CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
We enter the twenty-first century and violence in schools is still being discussed on national and international scene. What appeared to be incipient in the literature? Life stories of students who repeatedly practiced school violence. Thus, this study aimed to investigate the educational path of students who repeat the practice of school violence and its relation with family and school context. In order to achieve the proposed objectives we opted for a qualitative approach, combining multiple case studies and life stories. The data generation techniques were: extended interview, individual semistructured interviews, focus group interview, document analysis and observation. Thirty-one people participated in this research; fifteen students from elementary and high school, four teachers, two principals, five educational experts, two assistants for basic education services and three parents. Four State schools from Montes Claros-MG took part in this research. The results suggest that in the schools everyday routine there are different types of violence: incivility, bullying, vandalism and pedagogical negligence, which differ from other social spaces, considering that there are institutional and organizational aspects that shape the social conflicts at the schools and inherent to their context; that schools create their own diversions and then react to handle them; that it is necessary to overcome the position of conceiving the student who practices school violence as delinquent or victim, giving visibility to the context in which he finds himself, and also break with the reductionist vision and start a globalizing one, that is, to associate the identity of the student to a single aspect ??? violence - and to leave the other aspects behind - social class, gender, education, among others; that labels such as the face of violence can be built from the beginning of school life; that the face of the galley emerges from the 6th year of schooling. In many educational paths, school failure and violence go hand in hand, focusing on students and building these faces of violence. When violence persists, the most affected are the students who fail, get transferred or evade. If they are able to finish their primary education, they accumulate large educational delay. When they reach high school and finish it, they enter the labor market, which requires late completion of that level of education. Therefore, the faces of violence and school failure are transfigured into the face of social exclusion, continuing the intergenerational vicious cycle. However, there is also the face of hope, showing the possibility of a vicious circle becoming a virtuous one. |
dc.description.abstract.por.fl_txt_mv |
Entramos no s??culo XXI e as viol??ncias nas escolas continuam no debate do cen??rio nacional e internacional. O que se mostrava incipiente na literatura? Hist??rias de vidas de alunos reincidentes na pr??tica de viol??ncia escolar. Assim, esta pesquisa teve por objetivo investigar percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar e suas rela????es com o contexto escolar e familiar. Para alcan??ar os objetivos propostos, optou-se pela abordagem qualitativa, combinando estudo de casos m??ltiplos e relatos de vida, tendo como t??cnicas de gera????o de dados a entrevista prolongada, a entrevista semiestruturada individual, a entrevista de grupo focal, a an??lise documental e a observa????o. Participaram desta pesquisa trinta e uma pessoas, quinze estudantes do ensino fundamental e do ensino m??dio, quatro professoras, duas diretoras, cinco especialistas em educa????o, dois auxiliares de servi??os da educa????o b??sica e tr??s pais. Fizeram parte desta pesquisa quatro escolas da rede p??blica estadual de Montes Claros- MG. Os resultados sugerem que no cotidiano das escolas existem diferentes tipos de viol??ncias: incivilidades, bullying, vandalismo e neglig??ncia pedag??gica, que diferem dos outros espa??os sociais, haja vista que existem aspectos institucionais e organizacionais que moldam os conflitos sociais no ambiente escolar pr??prios do seu contexto; que as escolas criam seus pr??prios desvios e depois reagem para manej??-los; que ?? preciso superar a posi????o de conceber o aluno reincidente na pr??tica de viol??ncia escolar como r??u ou v??tima e dar visibilidade ao contexto em que ele se encontra e, ainda, romper com a vis??o reducionista partindo para uma vis??o globalizante, ou seja, de associar a identidade do aluno a um ??nico aspecto, a viol??ncia praticada, esquecendo-se dos demais aspectos, classe social, g??nero, escolaridade, dentre outros; que a rotulagem como rosto da viol??ncia pode ser constru??da desde o in??cio da vida escolar; que o rosto da galera surge a partir do 6?? ano de escolariza????o. Em muitos percursos escolares, viol??ncia e fracasso escolar caminham lado a lado, incidindo sobre os alunos e construindo esses rostos da viol??ncia. Quando as viol??ncias persistem, os mais atingidos s??o os alunos, que s??o reprovados, transferidos ou se evadem. Se conseguem concluir o ensino fundamental, acumulam grande atraso escolar. Quando chegam ao ensino m??dio e o concluem, entram para o mercado de trabalho, que exige a conclus??o desse n??vel de ensino tardiamente. Assim, os rostos das viol??ncias e do fracasso escolar se transfiguram no rosto da exclus??o social, dando continuidade ao c??rculo vicioso intergeracional. Todavia, tamb??m existe o rosto da esperan??a, mostrando a possibilidade desse c??rculo vicioso se transformar no c??rculo virtuoso. |
description |
We enter the twenty-first century and violence in schools is still being discussed on national and international scene. What appeared to be incipient in the literature? Life stories of students who repeatedly practiced school violence. Thus, this study aimed to investigate the educational path of students who repeat the practice of school violence and its relation with family and school context. In order to achieve the proposed objectives we opted for a qualitative approach, combining multiple case studies and life stories. The data generation techniques were: extended interview, individual semistructured interviews, focus group interview, document analysis and observation. Thirty-one people participated in this research; fifteen students from elementary and high school, four teachers, two principals, five educational experts, two assistants for basic education services and three parents. Four State schools from Montes Claros-MG took part in this research. The results suggest that in the schools everyday routine there are different types of violence: incivility, bullying, vandalism and pedagogical negligence, which differ from other social spaces, considering that there are institutional and organizational aspects that shape the social conflicts at the schools and inherent to their context; that schools create their own diversions and then react to handle them; that it is necessary to overcome the position of conceiving the student who practices school violence as delinquent or victim, giving visibility to the context in which he finds himself, and also break with the reductionist vision and start a globalizing one, that is, to associate the identity of the student to a single aspect ??? violence - and to leave the other aspects behind - social class, gender, education, among others; that labels such as the face of violence can be built from the beginning of school life; that the face of the galley emerges from the 6th year of schooling. In many educational paths, school failure and violence go hand in hand, focusing on students and building these faces of violence. When violence persists, the most affected are the students who fail, get transferred or evade. If they are able to finish their primary education, they accumulate large educational delay. When they reach high school and finish it, they enter the labor market, which requires late completion of that level of education. Therefore, the faces of violence and school failure are transfigured into the face of social exclusion, continuing the intergenerational vicious cycle. However, there is also the face of hope, showing the possibility of a vicious circle becoming a virtuous one. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-03-14 |
dc.date.accessioned.fl_str_mv |
2016-11-23T17:14:46Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
status_str |
publishedVersion |
format |
doctoralThesis |
dc.identifier.citation.fl_str_mv |
LOPES, Rosilene Beatriz. Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar. 2013. 299f. Tese( Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2014. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/1983 |
identifier_str_mv |
LOPES, Rosilene Beatriz. Rostos da viol??ncia: percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar. 2013. 299f. Tese( Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2014. |
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https://bdtd.ucb.br:8443/jspui/handle/tede/1983 |
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por |
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por |
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openAccess |
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Universidade Cat??lica de Bras??lia |
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Programa Strictu Sensu em Educa????o |
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UCB |
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Brasil |
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Escola de Educa????o, Tecnologia e Comunica????o |
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Universidade Cat??lica de Bras??lia |
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