Youth as a stigmatizing condition: relations between inequality, violence and experience in school
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas Críticas (Online) |
Texto Completo: | https://periodicos.unb.br/index.php/linhascriticas/article/view/4028 |
Resumo: | Considering that, at their limit, stigmatization and exclusion become processes of self exclusion, through the strength of unconscious mechanisms of symbolic domination, it becomes imperious to evidence the points of view of youth. Today, one perceives a dual discourse about adolescents and youth: they are the promise of the future and, at the same time, violent criminals who threaten “social tranquility”. This paper, therefore, intends to contribute to enable an analytic change in the field of research about violence in schools, far removed from the hegemonic approaches characteristic to penal common sense and biologistic racism. The term “violence”, in socio educational research, takes on diverse meanings, including contradictory ones - several of which partly incorporate meanings which stem from common sense and supposed hegemonic paradigms. Changing the vision that tends to impose itself as a truth is treated in this article as a challenge and a utopia. |
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Youth as a stigmatizing condition: relations between inequality, violence and experience in schoolLa juventud como condición estigmatizante: relaciones entre desigualdad, violencia y experiencia escolarA juventude como condição estigmatizante: relações entre desigualdade, violência e experiência escolarJovensEstigmatizaçãoViolênciaJóvenesEstigmatizaciónViolenciaYouthStigmatizationViolenceConsidering that, at their limit, stigmatization and exclusion become processes of self exclusion, through the strength of unconscious mechanisms of symbolic domination, it becomes imperious to evidence the points of view of youth. Today, one perceives a dual discourse about adolescents and youth: they are the promise of the future and, at the same time, violent criminals who threaten “social tranquility”. This paper, therefore, intends to contribute to enable an analytic change in the field of research about violence in schools, far removed from the hegemonic approaches characteristic to penal common sense and biologistic racism. The term “violence”, in socio educational research, takes on diverse meanings, including contradictory ones - several of which partly incorporate meanings which stem from common sense and supposed hegemonic paradigms. Changing the vision that tends to impose itself as a truth is treated in this article as a challenge and a utopia.Al tener presente que los límites de la estigmatización y la exclusión se transforman en procesos de auto-exclusión, a través de la fuerza de los mecanismos inconscientes de la dominación simbólica, se torna imperioso vislumbrar los puntos de vista de los jóvenes. Se constata hoy un discurso dual sobre los y las adolescentes y jóvenes: son la promesa del futuro y al mismo tiempo violentos criminales que amenazan la “tranquilidad social”. Este trabajo, por tanto, pretende contribuir para facilitar una virada analítica en el campo de la investigación sobre violencias en la escuela que se distancie de los enfoques hegemónicos propios de la sensatez penal y del racismo biologicista. El término “violencia” en la investigación socioeducativa tiene una diversidad de significados, incluso contradictorios, y en varios de los cuales mantienen parte de aquellos que provienen del sentido común y de dichos paradigmas científicos hegemónicos. Se trata como desafío y como utopía, cambiar esta mirada que tiende a imponerse como verdad.Considerando que os limites da estigmatização e a exclusão transformam-se em processos de atuoexclusão, por meio da força dos mecanismos inconscientes da dominação simbólica, torna-se imperioso identificar os pontos de vista dos jovens. Constata-se hoje um discurso dual sobre os e as adolescentes e jovens: são a promessa do futuro e, ao mesmo tempo, violentos criminosos que ameaçam a “tranquilidade social”. Esse trabalho, portanto, pretende contribuir para facilitar uma virada analítica no campo da pesquisa sobre violência nas escolas que se distancie dos enfoques hegemônicos próprios da sensatez penal e do racismo biologicista. O termo “violência” na pesquisa socioeducativa tem uma diversidade de significados, inclusive contraditórios, e em vários dos quais mantém parte daqueles que provêm do sentido comum e de ditos paradigmas científicos hegemônicos. Trata-se, como desafio e utopia, de mudar esta visão, que tende a se impor como verdade.Faculdade de Educação - Universidade de Brasília2012-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/402810.26512/lc.v18i37.4028Linhas Críticas; Vol. 18 No. 37 (2012): Educando com Paulo Freire; 599-616Linhas Críticas; Vol. 18 Núm. 37 (2012): Educando com Paulo Freire; 599-616Linhas Críticas; v. 18 n. 37 (2012): Educando com Paulo Freire; 599-6161981-04311516-489610.26512/lc.v18i37reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4028/3694Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKaplan, Carina Viviana2022-08-08T19:18:43Zoai:ojs.pkp.sfu.ca:article/4028Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-08-08T19:18:43Linhas Críticas (Online) - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Youth as a stigmatizing condition: relations between inequality, violence and experience in school La juventud como condición estigmatizante: relaciones entre desigualdad, violencia y experiencia escolar A juventude como condição estigmatizante: relações entre desigualdade, violência e experiência escolar |
title |
Youth as a stigmatizing condition: relations between inequality, violence and experience in school |
spellingShingle |
Youth as a stigmatizing condition: relations between inequality, violence and experience in school Kaplan, Carina Viviana Jovens Estigmatização Violência Jóvenes Estigmatización Violencia Youth Stigmatization Violence |
title_short |
Youth as a stigmatizing condition: relations between inequality, violence and experience in school |
title_full |
Youth as a stigmatizing condition: relations between inequality, violence and experience in school |
title_fullStr |
Youth as a stigmatizing condition: relations between inequality, violence and experience in school |
title_full_unstemmed |
Youth as a stigmatizing condition: relations between inequality, violence and experience in school |
title_sort |
Youth as a stigmatizing condition: relations between inequality, violence and experience in school |
author |
Kaplan, Carina Viviana |
author_facet |
Kaplan, Carina Viviana |
author_role |
author |
dc.contributor.author.fl_str_mv |
Kaplan, Carina Viviana |
dc.subject.por.fl_str_mv |
Jovens Estigmatização Violência Jóvenes Estigmatización Violencia Youth Stigmatization Violence |
topic |
Jovens Estigmatização Violência Jóvenes Estigmatización Violencia Youth Stigmatization Violence |
description |
Considering that, at their limit, stigmatization and exclusion become processes of self exclusion, through the strength of unconscious mechanisms of symbolic domination, it becomes imperious to evidence the points of view of youth. Today, one perceives a dual discourse about adolescents and youth: they are the promise of the future and, at the same time, violent criminals who threaten “social tranquility”. This paper, therefore, intends to contribute to enable an analytic change in the field of research about violence in schools, far removed from the hegemonic approaches characteristic to penal common sense and biologistic racism. The term “violence”, in socio educational research, takes on diverse meanings, including contradictory ones - several of which partly incorporate meanings which stem from common sense and supposed hegemonic paradigms. Changing the vision that tends to impose itself as a truth is treated in this article as a challenge and a utopia. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-12-21 |
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://periodicos.unb.br/index.php/linhascriticas/article/view/4028 10.26512/lc.v18i37.4028 |
url |
https://periodicos.unb.br/index.php/linhascriticas/article/view/4028 |
identifier_str_mv |
10.26512/lc.v18i37.4028 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/linhascriticas/article/view/4028/3694 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Linhas Críticas https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Linhas Críticas https://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 |
Faculdade de Educação - Universidade de Brasília |
publisher.none.fl_str_mv |
Faculdade de Educação - Universidade de Brasília |
dc.source.none.fl_str_mv |
Linhas Críticas; Vol. 18 No. 37 (2012): Educando com Paulo Freire; 599-616 Linhas Críticas; Vol. 18 Núm. 37 (2012): Educando com Paulo Freire; 599-616 Linhas Críticas; v. 18 n. 37 (2012): Educando com Paulo Freire; 599-616 1981-0431 1516-4896 10.26512/lc.v18i37 reponame:Linhas Críticas (Online) instname:Universidade de Brasília (UnB) instacron:UnB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UnB |
institution |
UnB |
reponame_str |
Linhas Críticas (Online) |
collection |
Linhas Críticas (Online) |
repository.name.fl_str_mv |
Linhas Críticas (Online) - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
rvlinhas@unb.br |
_version_ |
1805309285894193152 |