Violence against teachers in Brazilian schools: determinants and consequences
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Nova Economia (Online) |
Texto Completo: | https://revistas.face.ufmg.br/index.php/novaeconomia/article/view/5798 |
Resumo: | Abstract This study aims to evaluate how the sociodemographic characteristics and the school environment affect the probability of violence toward the teacher. In a complementary way, we investigate the impact of school violence on content developed in class, variable related to students’ learning. We use data from the National System for the Evaluation of Basic Education in 2017 and the multinominal Logit and Logit models. The results show that teachers’ personal characteristics such as being a man, older, and receiving low salary increase the likelihood of reports of physical violence. In addition, teachers who teach in classes made up of a majority of non-white, male, single-parent families and low mother education students are more likely to report violence. It is also worth mentioning that reporting being a victim, whether physical or against property, considerably decreases the chances of teachers developing the programmed content. Keywords: school violence, teachers, work environment. JEL Codes: I29, C25, K42. |
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Violence against teachers in Brazilian schools: determinants and consequencesViolencia contra docentes en escuelas brasileñas: determinantes y consecuenciasViolência contra professores nas escolas brasileiras: determinantes e consequênciasAbstract This study aims to evaluate how the sociodemographic characteristics and the school environment affect the probability of violence toward the teacher. In a complementary way, we investigate the impact of school violence on content developed in class, variable related to students’ learning. We use data from the National System for the Evaluation of Basic Education in 2017 and the multinominal Logit and Logit models. The results show that teachers’ personal characteristics such as being a man, older, and receiving low salary increase the likelihood of reports of physical violence. In addition, teachers who teach in classes made up of a majority of non-white, male, single-parent families and low mother education students are more likely to report violence. It is also worth mentioning that reporting being a victim, whether physical or against property, considerably decreases the chances of teachers developing the programmed content. Keywords: school violence, teachers, work environment. JEL Codes: I29, C25, K42.Este artículo tiene como objetivo evaluar cómo las características sociodemográficas y del entorno escolar afectan la probabilidad de violencia contra los docentes. Además, investiga el impacto de la violencia escolar en el contenido desarrollado en clase, una variable relacionada con el aprendizaje de los alumnos. Se utilizaron datos del Sistema Nacional de Evaluación de la Educación Básica (SAEB) en 2017, junto con los modelos Logit y Logit multinominal. Fue posible identificar que no solo las variables relacionadas con las características de los docentes (física, educativa, de ingresos y experiencia), sino también con el entorno escolar afectan la probabilidad de informes de victimización en este lugar. También se debe tener en cuenta que los maestros que informaron haber sido víctimas de violencia, ya sea contra la vida o la propiedad, eran considerablemente menos propensos a desarrollar hasta el 80% del contenido del aula. Los resultados apoyan estrategias destinadas a prevenir la violencia contra los docentes, especialmente en el entorno escolar.Resumo Este artigo objetiva avaliar como as características sociodemográficas e do ambiente escolar afetam a probabilidade de violência contra o professor. De forma complementar, investiga o impacto da violência escolar sobre o conteúdo desenvolvido em classe, variável relacionada ao aprendizado dos alunos. Foram utilizados os dados do Sistema Nacional de Avaliação da Educação Básica (SAEB) de 2017, aliados aos modelos Logit e Logit multinominal. Os resultados mostram que características pessoais dos professores como ser homem, mais velhos e receber baixo salário aumentam a probabilidade de relatos de violência contra a vida. Além disso, professores que lecionam em classes formadas por maioria de alunos homens, não brancos, de famílias monoparentais e com educação materna baixa possuem maiores chances de relatar violência. Cabe destacar ainda que sofrer violência, seja ela física ou contra propriedade, diminui consideravelmente as chances de os professores desenvolverem o conteúdo programado. Palavras-chave: violência escolar, professores, ambiente de trabalho. Códigos JEL: I29, C25, K42.Departamento de Ciências Econômicas da UFMG2021-07-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.face.ufmg.br/index.php/novaeconomia/article/view/5798Nova Economia; Vol. 31 No. 1 (2021): Revista Nova Economia; 247-271Nova Economia; v. 31 n. 1 (2021): Revista Nova Economia; 247-2711980-53810103-6351reponame:Nova Economia (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://revistas.face.ufmg.br/index.php/novaeconomia/article/view/5798/3378Copyright (c) 2021 Wander Plassa, Pietro André Telatin Paschoalino, Luan Vinicius Bernardellihttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPlassa, WanderPaschoalino, Pietro André TelatinBernardelli, Luan Vinicius 2022-02-22T18:56:54Zoai:ojs.pkp.sfu.ca:article/5798Revistahttps://revistas.face.ufmg.br/index.php/novaeconomiaPUBhttps://revistas.face.ufmg.br/index.php/novaeconomia/oai||ne@face.ufmg.br1980-53810103-6351opendoar:2022-02-22T18:56:54Nova Economia (Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Violence against teachers in Brazilian schools: determinants and consequences Violencia contra docentes en escuelas brasileñas: determinantes y consecuencias Violência contra professores nas escolas brasileiras: determinantes e consequências |
title |
Violence against teachers in Brazilian schools: determinants and consequences |
spellingShingle |
Violence against teachers in Brazilian schools: determinants and consequences Plassa, Wander |
title_short |
Violence against teachers in Brazilian schools: determinants and consequences |
title_full |
Violence against teachers in Brazilian schools: determinants and consequences |
title_fullStr |
Violence against teachers in Brazilian schools: determinants and consequences |
title_full_unstemmed |
Violence against teachers in Brazilian schools: determinants and consequences |
title_sort |
Violence against teachers in Brazilian schools: determinants and consequences |
author |
Plassa, Wander |
author_facet |
Plassa, Wander Paschoalino, Pietro André Telatin Bernardelli, Luan Vinicius |
author_role |
author |
author2 |
Paschoalino, Pietro André Telatin Bernardelli, Luan Vinicius |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Plassa, Wander Paschoalino, Pietro André Telatin Bernardelli, Luan Vinicius |
description |
Abstract This study aims to evaluate how the sociodemographic characteristics and the school environment affect the probability of violence toward the teacher. In a complementary way, we investigate the impact of school violence on content developed in class, variable related to students’ learning. We use data from the National System for the Evaluation of Basic Education in 2017 and the multinominal Logit and Logit models. The results show that teachers’ personal characteristics such as being a man, older, and receiving low salary increase the likelihood of reports of physical violence. In addition, teachers who teach in classes made up of a majority of non-white, male, single-parent families and low mother education students are more likely to report violence. It is also worth mentioning that reporting being a victim, whether physical or against property, considerably decreases the chances of teachers developing the programmed content. Keywords: school violence, teachers, work environment. JEL Codes: I29, C25, K42. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-19 |
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://revistas.face.ufmg.br/index.php/novaeconomia/article/view/5798 |
url |
https://revistas.face.ufmg.br/index.php/novaeconomia/article/view/5798 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.face.ufmg.br/index.php/novaeconomia/article/view/5798/3378 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Wander Plassa, Pietro André Telatin Paschoalino, Luan Vinicius Bernardelli http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Wander Plassa, Pietro André Telatin Paschoalino, Luan Vinicius Bernardelli http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Departamento de Ciências Econômicas da UFMG |
publisher.none.fl_str_mv |
Departamento de Ciências Econômicas da UFMG |
dc.source.none.fl_str_mv |
Nova Economia; Vol. 31 No. 1 (2021): Revista Nova Economia; 247-271 Nova Economia; v. 31 n. 1 (2021): Revista Nova Economia; 247-271 1980-5381 0103-6351 reponame:Nova Economia (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Nova Economia (Online) |
collection |
Nova Economia (Online) |
repository.name.fl_str_mv |
Nova Economia (Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
||ne@face.ufmg.br |
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1799711060277592064 |