Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/4194 |
Resumo: | The study analyzed how the school (direction, pedagogical coordination and teachers) develops its practices on school violence, as well as the mechanisms, devices, and strategies used to deal with violence. For that, the research was based on the theory of Michel Foucault (2016). Perspective that distinguishes power from the phenomenon of violence. This is because every institution, and with the school, is no different, it is characterized by power relations, and it is through the power relations that the mechanisms, the readings and the institutional strategies (the devices) that they manage, are triggered , with violence, in schools. In view of the above, we seek to study the phenomenon of violence through the device concept. A concept defined by Foucault (2016) as the articulation of heterogeneous knowledges with institutional practices involving said and unspoken, elaborated with the objective of answering the emergence of certain questions, in view of specific historical moments. The general objective was to analyze, from the consolidated devices in the Higino Antunes Pires Neto School, the knowledges and practices that turned to the issue of school violence. The specific objectives were, respectively, to understand the relations existing in postmodernity with the school institution, violence and power. Characterize the institution, approach and research procedures. To observe the constitutive elements of institutional practices in the Higino Antunes Pires Neto School in its relation to the construction of pedagogical strategies used in the face of school violence. The study was developed in the Line of Research Society, Knowledge and Education. From the methodological point of view, the dissertation was based on post-structuralism, especially in the genealogical perspective of Michel Foucault (2016). The research used as a method the case study and as research techniques the analysis of documents, interviews and questionnaires, which were carried out with students, teachers, pedagogical team and school management. The research resulted in nine devices, namely: CREAS Device, Directed Play Device, PROERD Device, Pedagogical Device, Disciplinary Device, Religious Device, Psychological / Medical Device, School Patrol Device and Device Council Guardianship. These devices were created according to the emergence of the phenomenon of violence in the institution, and they acted in the control of the behavior of the entire school community. The research also pointed to the point of resistance presented before the devices, which obliged the School to rearticulate its practices, in order to reach those who do not fit the proposed format / behavior. In this way, the institutional devices unleashed of the School researched, in a certain historical moment, and directed to the confrontation of violent actions. |
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Jacondino, Eduardo Nuneshttp://lattes.cnpq.br/3875955392841663Jacondino, Eduardo Nuneshttp://lattes.cnpq.br/3875955392841663Marques, Sônia Maria dos Santoshttp://lattes.cnpq.br/8726117539132816Silva, Rosimeri Aquino dahttp://lattes.cnpq.br/0563956607645141http://lattes.cnpq.br/7399475487574670TOMBINI, Leila2019-04-08T14:17:49Z2018-12-13TOMBINI, Leila. Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto. 2018. 156 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018.http://tede.unioeste.br/handle/tede/4194The study analyzed how the school (direction, pedagogical coordination and teachers) develops its practices on school violence, as well as the mechanisms, devices, and strategies used to deal with violence. For that, the research was based on the theory of Michel Foucault (2016). Perspective that distinguishes power from the phenomenon of violence. This is because every institution, and with the school, is no different, it is characterized by power relations, and it is through the power relations that the mechanisms, the readings and the institutional strategies (the devices) that they manage, are triggered , with violence, in schools. In view of the above, we seek to study the phenomenon of violence through the device concept. A concept defined by Foucault (2016) as the articulation of heterogeneous knowledges with institutional practices involving said and unspoken, elaborated with the objective of answering the emergence of certain questions, in view of specific historical moments. The general objective was to analyze, from the consolidated devices in the Higino Antunes Pires Neto School, the knowledges and practices that turned to the issue of school violence. The specific objectives were, respectively, to understand the relations existing in postmodernity with the school institution, violence and power. Characterize the institution, approach and research procedures. To observe the constitutive elements of institutional practices in the Higino Antunes Pires Neto School in its relation to the construction of pedagogical strategies used in the face of school violence. The study was developed in the Line of Research Society, Knowledge and Education. From the methodological point of view, the dissertation was based on post-structuralism, especially in the genealogical perspective of Michel Foucault (2016). The research used as a method the case study and as research techniques the analysis of documents, interviews and questionnaires, which were carried out with students, teachers, pedagogical team and school management. The research resulted in nine devices, namely: CREAS Device, Directed Play Device, PROERD Device, Pedagogical Device, Disciplinary Device, Religious Device, Psychological / Medical Device, School Patrol Device and Device Council Guardianship. These devices were created according to the emergence of the phenomenon of violence in the institution, and they acted in the control of the behavior of the entire school community. The research also pointed to the point of resistance presented before the devices, which obliged the School to rearticulate its practices, in order to reach those who do not fit the proposed format / behavior. In this way, the institutional devices unleashed of the School researched, in a certain historical moment, and directed to the confrontation of violent actions.O trabalho analisou como a escola (direção, coordenação pedagógica e docentes) desenvolve suas práticas sobre a violência escolar, bem como os mecanismos, os dispositivos, as estratégias utilizadas para lidar com a violência. Para tanto, a pesquisa foi embasada na teoria de Michel Foucault (2016). Perspectiva que faz distinguir poder do fenômeno da violência. Isso porque toda e qualquer instituição, e com a escola não é diferente, é caracterizada por relações de poder, e é por intermédio das relações de poder que são desencadeados os mecanismos, as leituras e as estratégias institucionais (os dispositivos) que lidam, inclusive, com a violência, nas escolas. Diante do exposto, buscamos estudar o fenômeno da violência por meio do conceito de dispositivo. Conceito definido por Foucault (2016) como a articulação de saberes heterogêneos com práticas institucionais que envolvem o dito e o não dito, elaboradas com o objetivo de responder a emergência de determinadas questões, diante de momentos históricos específicos. O objetivo geral consistiu em analisar, a partir dos dispositivos consolidados na Escola Higino Antunes Pires Neto, os saberes e as práticas que se voltavam à questão da violência escolar. Os objetivos específicos foram, respectivamente, compreender as relações existentes na pós-modernidade com a instituição escolar, violência e poder. Caracterizar a instituição, a abordagem e procedimentos da pesquisa. Observar os elementos – saberes – constitutivos das práticas institucionais, na Escola Higino Antunes Pires Neto, na sua relação para com a construção das estratégias pedagógicas utilizadas diante da questão da violência escolar. O estudo foi desenvolvido na Linha de Pesquisa Sociedade, Conhecimento e Educação. Do ponto de vista metodológico, a dissertação se pautou no pós-estruturalismo, em especial na perspectiva genealógica de Michel Foucault (2016). A pesquisa empregou como método o estudo de caso e como técnicas de pesquisa a análise de documentos, as entrevistas e os questionários, que foram realizadas com alunos, professores, equipe pedagógica e direção escolar. A pesquisa apresentou como resultado nove dispositivos, sendo eles: o Dispositivo CREAS, o Dispositivo Recreio Dirigido, o Dispositivo PROERD, o Dispositivo Pedagógico, o Dispositivo Disciplinar, o Dispositivo Religioso, o Dispositivo Psicológico/Médico, o Dispositivo Patrulha Escolar e o Dispositivo Conselho Tutelar. Estes Dispositivos foram criados de acordo com a emergência do fenômeno da violência, na instituição, e atuavam no controle do comportamento de toda a comunidade escolar. A pesquisa apontou, ainda, para o ponto de resistência apresentado diante dos dispositivos, o que obrigava a Escola a rearticular suas práticas, de modo a alcançar aqueles que não se adequam ao formato/comportamento proposto. Deste modo, os dispositivos institucionais desencadeados da Escola pesquisada, em certo momento histórico, e voltados ao enfrentamento de ações violentas.Submitted by Juliana Correa (juliana.correa@unioeste.br) on 2019-04-08T14:17:49Z No. of bitstreams: 2 Dissertação Leila Tombini 2018.pdf: 2272200 bytes, checksum: 46281eb8b19fd9b30629d8a829731ee9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-04-08T14:17:49Z (GMT). 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dc.title.por.fl_str_mv |
Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto |
dc.title.alternative.eng.fl_str_mv |
The devices of school violence: the case of the Escola Municipal Higino Antunes Pires Neto |
title |
Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto |
spellingShingle |
Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto TOMBINI, Leila Saber Poder Dispositivo Violência e escola Knowledge Power Device Violence and school. EDUCAÇÃO::TÓPICOS ESPECÍFICOS DE EDUCAÇÃO |
title_short |
Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto |
title_full |
Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto |
title_fullStr |
Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto |
title_full_unstemmed |
Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto |
title_sort |
Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto |
author |
TOMBINI, Leila |
author_facet |
TOMBINI, Leila |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Jacondino, Eduardo Nunes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3875955392841663 |
dc.contributor.referee1.fl_str_mv |
Jacondino, Eduardo Nunes |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3875955392841663 |
dc.contributor.referee2.fl_str_mv |
Marques, Sônia Maria dos Santos |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8726117539132816 |
dc.contributor.referee3.fl_str_mv |
Silva, Rosimeri Aquino da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0563956607645141 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7399475487574670 |
dc.contributor.author.fl_str_mv |
TOMBINI, Leila |
contributor_str_mv |
Jacondino, Eduardo Nunes Jacondino, Eduardo Nunes Marques, Sônia Maria dos Santos Silva, Rosimeri Aquino da |
dc.subject.por.fl_str_mv |
Saber Poder Dispositivo Violência e escola |
topic |
Saber Poder Dispositivo Violência e escola Knowledge Power Device Violence and school. EDUCAÇÃO::TÓPICOS ESPECÍFICOS DE EDUCAÇÃO |
dc.subject.eng.fl_str_mv |
Knowledge Power Device Violence and school. |
dc.subject.cnpq.fl_str_mv |
EDUCAÇÃO::TÓPICOS ESPECÍFICOS DE EDUCAÇÃO |
description |
The study analyzed how the school (direction, pedagogical coordination and teachers) develops its practices on school violence, as well as the mechanisms, devices, and strategies used to deal with violence. For that, the research was based on the theory of Michel Foucault (2016). Perspective that distinguishes power from the phenomenon of violence. This is because every institution, and with the school, is no different, it is characterized by power relations, and it is through the power relations that the mechanisms, the readings and the institutional strategies (the devices) that they manage, are triggered , with violence, in schools. In view of the above, we seek to study the phenomenon of violence through the device concept. A concept defined by Foucault (2016) as the articulation of heterogeneous knowledges with institutional practices involving said and unspoken, elaborated with the objective of answering the emergence of certain questions, in view of specific historical moments. The general objective was to analyze, from the consolidated devices in the Higino Antunes Pires Neto School, the knowledges and practices that turned to the issue of school violence. The specific objectives were, respectively, to understand the relations existing in postmodernity with the school institution, violence and power. Characterize the institution, approach and research procedures. To observe the constitutive elements of institutional practices in the Higino Antunes Pires Neto School in its relation to the construction of pedagogical strategies used in the face of school violence. The study was developed in the Line of Research Society, Knowledge and Education. From the methodological point of view, the dissertation was based on post-structuralism, especially in the genealogical perspective of Michel Foucault (2016). The research used as a method the case study and as research techniques the analysis of documents, interviews and questionnaires, which were carried out with students, teachers, pedagogical team and school management. The research resulted in nine devices, namely: CREAS Device, Directed Play Device, PROERD Device, Pedagogical Device, Disciplinary Device, Religious Device, Psychological / Medical Device, School Patrol Device and Device Council Guardianship. These devices were created according to the emergence of the phenomenon of violence in the institution, and they acted in the control of the behavior of the entire school community. The research also pointed to the point of resistance presented before the devices, which obliged the School to rearticulate its practices, in order to reach those who do not fit the proposed format / behavior. In this way, the institutional devices unleashed of the School researched, in a certain historical moment, and directed to the confrontation of violent actions. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-13 |
dc.date.accessioned.fl_str_mv |
2019-04-08T14:17:49Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
TOMBINI, Leila. Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto. 2018. 156 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4194 |
identifier_str_mv |
TOMBINI, Leila. Os dispositivos da violência escolar: o caso da Escola Municipal Higino Antunes Pires Neto. 2018. 156 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018. |
url |
http://tede.unioeste.br/handle/tede/4194 |
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por |
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por |
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600 600 |
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1964243308973517033 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Humanas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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biblioteca.repositorio@unioeste.br |
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1811723409103519744 |