Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Devir Educação |
Texto Completo: | https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/706 |
Resumo: | The Life Project component is the centrality of the education system based on the integral formation of students, whose proposal is related to not only cognitive dimensions, but also personal, social, emotional, professional and thus becomes an important tool to guide teaching practices to prevent violence at school. This exploratory-descriptive study with a qualitative approach aimed to analyze the contributions of this component in the context of preventing possible events of violence that may arise in the daily lives of educators, from the perspectives of the teachers involved. For that purpose, a semi-structured interview was applied to five teachers in the Life Project from public schools in the state of Sergipe, Brazil. The data processing was based on the discursive textual analysis proposed by Moraes and Galiazzi (2016). It was concluded that teaching practices aimed at preventing possible actions of violence in the school space are still carried out in a sporadic and discontinuous way. |
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Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classesReflexiones sobre prácticas pedagógicas dirigidas a la reducción/prevención de la violencia, aplicadas en las clases del componente curricular Proyecto de VidaReflexões acerca de práticas pedagógicas voltadas para redução/prevenção a violências, aplicadas nas aulas do componente curricular Projeto de VidaBNCCDesenvolvimento integralEducandosEstratégias pedagógicasBNCCComprehensive developmentLearnersPedagogical strategiesBNCCDesarrollo integralEstudiantesEstrategias pedagógicasThe Life Project component is the centrality of the education system based on the integral formation of students, whose proposal is related to not only cognitive dimensions, but also personal, social, emotional, professional and thus becomes an important tool to guide teaching practices to prevent violence at school. This exploratory-descriptive study with a qualitative approach aimed to analyze the contributions of this component in the context of preventing possible events of violence that may arise in the daily lives of educators, from the perspectives of the teachers involved. For that purpose, a semi-structured interview was applied to five teachers in the Life Project from public schools in the state of Sergipe, Brazil. The data processing was based on the discursive textual analysis proposed by Moraes and Galiazzi (2016). It was concluded that teaching practices aimed at preventing possible actions of violence in the school space are still carried out in a sporadic and discontinuous way.El componente Proyecto de Vida es la centralidad del sistema educativo basado en la formación integral de los estudiantes, cuya propuesta se relaciona no solo con dimensiones cognitivas, sino también personales, sociales, afectivas, profesionales y, a partir de esta perspectiva, se convierte en una importante herramienta para orientar las prácticas docentes para la prevención de la violencia en la escuela. Sin embargo, este trabajo exploratorio-descriptivo con enfoque cualitativo tuvo como objetivo analizar los aportes de este componente en el contexto de la prevención de posibles hechos de violencia que puedan presentarse en su cotidiano, desde la perspectiva de los docentes involucrados. Así, se aplicó una entrevista semiestructurada a cinco docentes del Proyecto de Vida de escuelas públicas del Estado de Sergipe, cuyo procesamiento de datos se basó en el análisis textual discursivo propuesto por Moraes y Galiazzi (2016). Se concluyó que las prácticas docentes dirigidas a prevenir posibles acciones de violencia en el espacio escolar aún se realizan de forma puntual y discontinua.O componente Projeto de Vida é a centralidade do sistema de ensino pautado na formação integral dos educandos, cuja proposta relaciona-se às dimensões não só cognitiva, mas pessoal, social, emocional, profissional e partindo desta perspectiva, torna-se uma importante ferramenta para direcionar práticas docentes para prevenção de violências na escola. Contudo, este trabalho de cunho exploratória-descritiva com abordagem qualitativa objetivou analisar as contribuições deste componente no contexto de prevenção de possíveis eventos de violências que possam surgir em seu cotidiano, a partir das perspectivas dos docentes envolvidos. Assim, foi aplicada entrevista semiestruturada em cinco professores de Projeto de Vida da rede pública de ensino no Estado de Sergipe, cujo tratamento de dados foi com base na análise textual discursiva proposta por Moraes e Galiazzi (2016). Foi concluído que práticas docentes direcionadas a prevenção de possíveis ações de violências no espaço escolar, são realizadas ainda de forma pontual e descontínua.EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS2023-06-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/70610.30905/rde.v7i1.706Devir Educação; Bd. 7 Nr. 1 (2023): DEVIR EDUCAÇÃO; e-706Devir Educação; Vol. 7 No. 1 (2023): DEVIR EDUCAÇÃO; e-706Devir Educação; Vol. 7 Núm. 1 (2023): DEVIR EDUCAÇÃO; e-706Devir Educação; v. 7 n. 1 (2023): DEVIR EDUCAÇÃO; e-7062526-849X10.30905/rde.v7i1reponame:Devir Educaçãoinstname:Universidade Federal de Lavras (UFLA)instacron:UFLAporhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/706/480Copyright (c) 2023 Devir Educaçãohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSeabra Félix, FernandaAraújo, Yzila Liziane Farias Maia de 2023-12-31T13:51:57Zoai:devireducacao.ded.ufla.br:article/706Revistahttp://devireducacao.ded.ufla.br/index.php/DEVIRPUBhttp://devireducacao.ded.ufla.br/index.php/DEVIR/oaidalvalobo48@gmail.com|| betlinsk49@gmail.com||2526-849X2526-849Xopendoar:2023-12-31T13:51:57Devir Educação - Universidade Federal de Lavras (UFLA)false |
dc.title.none.fl_str_mv |
Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes Reflexiones sobre prácticas pedagógicas dirigidas a la reducción/prevención de la violencia, aplicadas en las clases del componente curricular Proyecto de Vida Reflexões acerca de práticas pedagógicas voltadas para redução/prevenção a violências, aplicadas nas aulas do componente curricular Projeto de Vida |
title |
Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes |
spellingShingle |
Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes Seabra Félix, Fernanda BNCC Desenvolvimento integral Educandos Estratégias pedagógicas BNCC Comprehensive development Learners Pedagogical strategies BNCC Desarrollo integral Estudiantes Estrategias pedagógicas |
title_short |
Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes |
title_full |
Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes |
title_fullStr |
Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes |
title_full_unstemmed |
Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes |
title_sort |
Reflections on pedagogical practices aimed at reducing/preventing violence, applied in the Life Project curricular component classes |
author |
Seabra Félix, Fernanda |
author_facet |
Seabra Félix, Fernanda Araújo, Yzila Liziane Farias Maia de |
author_role |
author |
author2 |
Araújo, Yzila Liziane Farias Maia de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Seabra Félix, Fernanda Araújo, Yzila Liziane Farias Maia de |
dc.subject.por.fl_str_mv |
BNCC Desenvolvimento integral Educandos Estratégias pedagógicas BNCC Comprehensive development Learners Pedagogical strategies BNCC Desarrollo integral Estudiantes Estrategias pedagógicas |
topic |
BNCC Desenvolvimento integral Educandos Estratégias pedagógicas BNCC Comprehensive development Learners Pedagogical strategies BNCC Desarrollo integral Estudiantes Estrategias pedagógicas |
description |
The Life Project component is the centrality of the education system based on the integral formation of students, whose proposal is related to not only cognitive dimensions, but also personal, social, emotional, professional and thus becomes an important tool to guide teaching practices to prevent violence at school. This exploratory-descriptive study with a qualitative approach aimed to analyze the contributions of this component in the context of preventing possible events of violence that may arise in the daily lives of educators, from the perspectives of the teachers involved. For that purpose, a semi-structured interview was applied to five teachers in the Life Project from public schools in the state of Sergipe, Brazil. The data processing was based on the discursive textual analysis proposed by Moraes and Galiazzi (2016). It was concluded that teaching practices aimed at preventing possible actions of violence in the school space are still carried out in a sporadic and discontinuous way. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-06-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/706 10.30905/rde.v7i1.706 |
url |
https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/706 |
identifier_str_mv |
10.30905/rde.v7i1.706 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/706/480 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Devir Educação http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Devir Educação http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS |
publisher.none.fl_str_mv |
EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS |
dc.source.none.fl_str_mv |
Devir Educação; Bd. 7 Nr. 1 (2023): DEVIR EDUCAÇÃO; e-706 Devir Educação; Vol. 7 No. 1 (2023): DEVIR EDUCAÇÃO; e-706 Devir Educação; Vol. 7 Núm. 1 (2023): DEVIR EDUCAÇÃO; e-706 Devir Educação; v. 7 n. 1 (2023): DEVIR EDUCAÇÃO; e-706 2526-849X 10.30905/rde.v7i1 reponame:Devir Educação instname:Universidade Federal de Lavras (UFLA) instacron:UFLA |
instname_str |
Universidade Federal de Lavras (UFLA) |
instacron_str |
UFLA |
institution |
UFLA |
reponame_str |
Devir Educação |
collection |
Devir Educação |
repository.name.fl_str_mv |
Devir Educação - Universidade Federal de Lavras (UFLA) |
repository.mail.fl_str_mv |
dalvalobo48@gmail.com|| betlinsk49@gmail.com|| |
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1797053375677726720 |