Violência contra o docente na prática pedagógica em saúde: uma abordagem intercultural

• Autor(a) principal: Alves, Angela Gilda
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000389z
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12671
• topic: Violência; Docentes; Educação superior; Teoria fundamentada; Violence; Teachers; Higher education; Grounded theory; CIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM DE SAUDE PUBLICA

Introduction. Operationalizing the concept of violence, especially against higher education teachers, is difficult. In addition to the various concepts, the violence is presented in expressions of hatred, anger, revenge, acts contrary to social norms of coexistence, prejudice against those that are different, and mistreatment directed toward the teachers, which can lead to consequences and cause harm even in the pedagogical sphere. Intercultural differences enable different spaces, which represent hermeneutical, epistemological and methodological resources. All of this contributes to a dialogic process with other contexts and thoughts that range from the acquisition of information to the emergence of new theories capable of rethinking and transforming learning. Objective. To analyze violence against teachers in the Health pedagogical practice through an intercultural approach. Methodology. This was a multimethod study developed at a University in the Central Region of Brazil, in which the phenomenon of violence was analyzed from different angles, supported by literature reviews (integrative and scoping), the Delphi method, and a qualitative study with the analysis partially using the Constructivist Grounded Theory (CGT). The target population consisted of all teachers at the Faculty of Nursing of the Federal University of Goiás. Data collection took place through recorded and transcribed interviews and, with the use of the NVivo software, analysis categories were created. The analysis used a step of the Grounded Theory. Results. The theoretical contributions of the study were presented, including the concepts of violence and its relationship with the teaching practice in health education. The discussion of knowledge in Higher Education in Health considering Vygotskian theory evidenced convergent terminologies. Violence against teachers can be defined as a set of actions and situations provoked by students in an insidious or chronic way in the workplace and/or through digital media, mediated by the perception of violence, the teacher's coping mechanism and the organizational management of violence. Indicators of violence against the teacher were defined as any threat, attempt, or actual aggressive act, as well as ignoring or disrespecting the teacher through speech, engaging in sexual harassment, homophobia, receiving coercion from the student's family, as well as using information and communication technologies to perform such acts. The factors that lead teachers to suffer violence in Higher Education in Brazil are characterized by the institutional culture, gender, the perception of violence by the teacher and the triggers that lead students to practice violence. Conclusion. Violence by students against teachers deserves pedagogically important reflections. Social origin converted into inequalities triggers positions of domination and, consequently, creates a fertile ground for violence. Teachers will be able to develop actions that blossom into the construction of skills and attitudes for coping with violence, recognize it and intervening in order to prevent aggressive behavior from spreading, causing mutual illness and weakening interpersonal relationships.