Imaginários de violências e conflitos na relação professor/aluno
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/3324 |
Resumo: | Societal relations free from pre-defined intentionalities, tribal cross-links, and the ambivalence that marks the wandering and the "being with" people, in the context of postmodernity, constitute the polysemy of everyday life, which is anodyne, banal and permeated by feelings of belonging and repulsion. The conflicts and violence, often resulted from feelings of revulsion among people, even though they are situated as negative processes, can be useful when divergent and disproportionate social relations occur between them, helping to prevent their suppression and annihilation. In this study, we aimed to apprehend the imaginary of conflicts and violence in the relationship between teachers and students. Firstly, because we understand that school is a sociocultural space where postmodern societal relations are mixed and confronting modern structures and organizations. Second, because we perceive that conflicts and violence in the relation between teachers and students are recurrent and if not understood in a contextual way, they can nullify the possibility of their perception as resistance to instituted powers and totalitarian violence. This qualitative research was composed by: the dialogue with authors (Gilbert Durand, Michel Maffesoli, Georg Simmel, Boaventura de Souza Santos, Carlos Gadea, among others) whose works are classic references in the discussions about imaginaries, postmodernity, violence and conflicts, addressed in the bibliographical research; by a document research contemplating the analysis of Minutes of the Pedagogical Team intending to clear the indicatives of totalitarian violence and suppressive referrals in pedagogical interventions; it was also constituted by field research, in which the framework was formed by semi-structured interviews with students and teachers, as well as by group interviews using the Focal Group technique with students from a state public education institution located in the metropolitan region of Campo Mourão, in the interior of Paraná State. The resulting data corpus from this research were organized based on the technique of Content Analysis and analyzed from the formist sociology, which allowed to reveal the confrontations between the imaginary of teachers and students, within the scope of their relations in the everyday school, in which has manifested itself from denials, confrontations, lack of dialogue between these characters, as well as a series of elements that denote the recurrence in which conflicts occur and express violence in the classroom context. |
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Schroeder , Tania Maria Rechiahttp://lattes.cnpq.br/5605834926513023Kurek, Deonir Luishttp://lattes.cnpq.br/4948947072645694Celório, José Aparecidohttp://lattes.cnpq.br/2549679995600946http://lattes.cnpq.br/1525642090418894Oliveira, Eliane dos Santos Macedo2018-02-19T13:18:31Z2017-02-23OLIVEIRA, Eliane dos Santos Macedo. Imaginários de violências e conflitos na relação professor/aluno. 2017. 157 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017.http://tede.unioeste.br/handle/tede/3324Societal relations free from pre-defined intentionalities, tribal cross-links, and the ambivalence that marks the wandering and the "being with" people, in the context of postmodernity, constitute the polysemy of everyday life, which is anodyne, banal and permeated by feelings of belonging and repulsion. The conflicts and violence, often resulted from feelings of revulsion among people, even though they are situated as negative processes, can be useful when divergent and disproportionate social relations occur between them, helping to prevent their suppression and annihilation. In this study, we aimed to apprehend the imaginary of conflicts and violence in the relationship between teachers and students. Firstly, because we understand that school is a sociocultural space where postmodern societal relations are mixed and confronting modern structures and organizations. Second, because we perceive that conflicts and violence in the relation between teachers and students are recurrent and if not understood in a contextual way, they can nullify the possibility of their perception as resistance to instituted powers and totalitarian violence. This qualitative research was composed by: the dialogue with authors (Gilbert Durand, Michel Maffesoli, Georg Simmel, Boaventura de Souza Santos, Carlos Gadea, among others) whose works are classic references in the discussions about imaginaries, postmodernity, violence and conflicts, addressed in the bibliographical research; by a document research contemplating the analysis of Minutes of the Pedagogical Team intending to clear the indicatives of totalitarian violence and suppressive referrals in pedagogical interventions; it was also constituted by field research, in which the framework was formed by semi-structured interviews with students and teachers, as well as by group interviews using the Focal Group technique with students from a state public education institution located in the metropolitan region of Campo Mourão, in the interior of Paraná State. The resulting data corpus from this research were organized based on the technique of Content Analysis and analyzed from the formist sociology, which allowed to reveal the confrontations between the imaginary of teachers and students, within the scope of their relations in the everyday school, in which has manifested itself from denials, confrontations, lack of dialogue between these characters, as well as a series of elements that denote the recurrence in which conflicts occur and express violence in the classroom context.As relações societais isentas de intencionalidades pré-definidas, os entrecruzamentos tribais e a ambivalência que marcam as deambulações e o “estar com” das pessoas, no contexto da pós-modernidade, constituem a polissemia do cotidiano, que é, anódino, banal e permeado por sentimentos de pertença e de repulsa. Os conflitos e as violências, muitas vezes, decorridos dos sentimentos de repulsa entre as pessoas, embora sejam situados como processos negativos, podem ter utilidade, quando ocorrem relações sociais divergentes e desproporcionais entre elas, contribuindo para evitar que ocorram supressões e aniquilamentos. Neste estudo, objetivamos apreender os imaginários de conflitos e violências na relação entre professores e alunos. Primeiramente, por entendermos que a escola é um espaço sociocultural onde as relações societais pós-modernas estão mescladas e confrontando estruturas e organizações modernas. Segundo, por percebermos que os conflitos e violências na relação entre professores e alunos são recorrentes e se não compreendidos de maneira contextual, podem anular a possibilidade de sua percepção como resistência aos poderes instituídos e violências totalitárias. Esta pesquisa qualitativa, compôs-se: pelo diálogo com autores (Gilbert Durand, Michel Maffesoli, Georg Simmel, Boaventura de Souza Santos, Carlos Gadea, entre outros autores), cujas obras são referências clássicas nas discussões sobre imaginários, pós-modernidade, violências e conflitos, abordados na pesquisa bibliográfica; pela pesquisa documental contemplando a análise de Atas da Equipe Pedagógica, intencionando desbravar os indicativos de violências totalitárias e encaminhamentos supressores em intervenções pedagógicas; também se constituiu pela pesquisa de campo, cujo arcabouço formou-se por entrevistas semiestruturadas com alunos e com professores e também, pelas entrevistas em grupo, por meio da técnica de Grupo Focal, com alunos de uma instituição de ensino pública estadual, localizada na região metropolitana de Campo Mourão, no interior do Estado do Paraná. O córpus de dados resultante da investigação foram organizados com base na técnica de Análise de Conteúdo e analisados a partir da sociologia formista, que permitiram revelar os confrontos entre os imaginários de professores e alunos, no âmbito de suas relações no cotidiano escolar, os quais, manifestaram-se a partir de recusas, enfrentamentos, a falta de diálogo entre estes personagens, bem como, uma série de elementos que denotam a recorrência com que ocorrem conflitos e se expressam violências no contexto da sala de aula.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-19T13:18:31Z No. of bitstreams: 2 Eliane_Oliveira2017.pdf: 1806450 bytes, checksum: 9134baffbc27d335b70f378a774440dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-02-19T13:18:31Z (GMT). No. of bitstreams: 2 Eliane_Oliveira2017.pdf: 1806450 bytes, checksum: 9134baffbc27d335b70f378a774440dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-23application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessImagináriosConflitosViolênciasRelação professor-alunoImaginariesConflictsViolencesTeacher-student relationshipEDUCACAO::ENSINO-APRENDIZAGEMImaginários de violências e conflitos na relação professor/alunoImaginaries of violence and conflicts in the teacher/student relationshipinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006006678066452762177366-4452917836576020174reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALEliane_Oliveira2017.pdfEliane_Oliveira2017.pdfapplication/pdf1806450http://tede.unioeste.br:8080/tede/bitstream/tede/3324/5/Eliane_Oliveira2017.pdf9134baffbc27d335b70f378a774440ddMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Imaginários de violências e conflitos na relação professor/aluno |
dc.title.alternative.eng.fl_str_mv |
Imaginaries of violence and conflicts in the teacher/student relationship |
title |
Imaginários de violências e conflitos na relação professor/aluno |
spellingShingle |
Imaginários de violências e conflitos na relação professor/aluno Oliveira, Eliane dos Santos Macedo Imaginários Conflitos Violências Relação professor-aluno Imaginaries Conflicts Violences Teacher-student relationship EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Imaginários de violências e conflitos na relação professor/aluno |
title_full |
Imaginários de violências e conflitos na relação professor/aluno |
title_fullStr |
Imaginários de violências e conflitos na relação professor/aluno |
title_full_unstemmed |
Imaginários de violências e conflitos na relação professor/aluno |
title_sort |
Imaginários de violências e conflitos na relação professor/aluno |
author |
Oliveira, Eliane dos Santos Macedo |
author_facet |
Oliveira, Eliane dos Santos Macedo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Schroeder , Tania Maria Rechia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5605834926513023 |
dc.contributor.referee1.fl_str_mv |
Kurek, Deonir Luis |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4948947072645694 |
dc.contributor.referee2.fl_str_mv |
Celório, José Aparecido |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2549679995600946 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1525642090418894 |
dc.contributor.author.fl_str_mv |
Oliveira, Eliane dos Santos Macedo |
contributor_str_mv |
Schroeder , Tania Maria Rechia Kurek, Deonir Luis Celório, José Aparecido |
dc.subject.por.fl_str_mv |
Imaginários Conflitos Violências Relação professor-aluno |
topic |
Imaginários Conflitos Violências Relação professor-aluno Imaginaries Conflicts Violences Teacher-student relationship EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Imaginaries Conflicts Violences Teacher-student relationship |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
Societal relations free from pre-defined intentionalities, tribal cross-links, and the ambivalence that marks the wandering and the "being with" people, in the context of postmodernity, constitute the polysemy of everyday life, which is anodyne, banal and permeated by feelings of belonging and repulsion. The conflicts and violence, often resulted from feelings of revulsion among people, even though they are situated as negative processes, can be useful when divergent and disproportionate social relations occur between them, helping to prevent their suppression and annihilation. In this study, we aimed to apprehend the imaginary of conflicts and violence in the relationship between teachers and students. Firstly, because we understand that school is a sociocultural space where postmodern societal relations are mixed and confronting modern structures and organizations. Second, because we perceive that conflicts and violence in the relation between teachers and students are recurrent and if not understood in a contextual way, they can nullify the possibility of their perception as resistance to instituted powers and totalitarian violence. This qualitative research was composed by: the dialogue with authors (Gilbert Durand, Michel Maffesoli, Georg Simmel, Boaventura de Souza Santos, Carlos Gadea, among others) whose works are classic references in the discussions about imaginaries, postmodernity, violence and conflicts, addressed in the bibliographical research; by a document research contemplating the analysis of Minutes of the Pedagogical Team intending to clear the indicatives of totalitarian violence and suppressive referrals in pedagogical interventions; it was also constituted by field research, in which the framework was formed by semi-structured interviews with students and teachers, as well as by group interviews using the Focal Group technique with students from a state public education institution located in the metropolitan region of Campo Mourão, in the interior of Paraná State. The resulting data corpus from this research were organized based on the technique of Content Analysis and analyzed from the formist sociology, which allowed to reveal the confrontations between the imaginary of teachers and students, within the scope of their relations in the everyday school, in which has manifested itself from denials, confrontations, lack of dialogue between these characters, as well as a series of elements that denote the recurrence in which conflicts occur and express violence in the classroom context. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-02-23 |
dc.date.accessioned.fl_str_mv |
2018-02-19T13:18:31Z |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Eliane dos Santos Macedo. Imaginários de violências e conflitos na relação professor/aluno. 2017. 157 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3324 |
identifier_str_mv |
OLIVEIRA, Eliane dos Santos Macedo. Imaginários de violências e conflitos na relação professor/aluno. 2017. 157 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017. |
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