Violence in schools: analyze physical education teacher training in western Paraná

• Autor(a) principal: Peres, Luís Sérgio
• Data de Publicação: 2019
• Outros Autores: Peres, Katiucia de Oliveira, Peres, Kauê de Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno de Educação Física e Esporte
• DOI: 10.36453/2318-5104.2020.v18.n1.p89
• Texto Completo: https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/23553
• topic: Bullying; Curriculum; Indiscipline; Aggression; Violence; Bullying; Currículo; Indisciplina; Agressão; Violência

BACKGROUND: Some Pedagogical Political Projects (PPP) of Physical Education Courses - Undergraduate degree in Western Paraná aims to prepare professionals committed to building values in the perspective of a better, more solidary and human future. However, in their curricula, they forget approaches to school violence. OBJECTIVE: The aim of this study was to verify with the PPP, if the subjects taught addressed the issue of violence and its confrontations for a conscious pedagogical practice in school. METHODS: It was characterized as a descriptive research, involving two undergraduate courses in Physical Education from private higher education institutions in Western Paraná. Data were collected by means of a documentary survey in the curriculum and teaching plans, interviews with coordinators and 10 students from the last year. RESULTS: In the analysis it was found that the courses do not present in their curriculum, discipline that deals with the subject in a specific way. The contents presented in the Teaching Plans, only in one of the courses, in the Educational Psychology discipline, appeared a subtitle linked to “human violence”. The Coordinators reported not having subjects that address this issue in the curriculum and were unaware if the teachers addressed this issue in their classes. The students were unanimous in stating that they did not see, during the school period, any discipline that addressed this issue and would not know how to act in the face of a violent situation at school, which would at most lead the issue to the board. CONCLUSION: We conclude that the issue of school violence, such a current problem, that we find almost every day in schools. It is not seen, worked on or studied in teacher education in HEIs, leaving a gap in how to act on this issue, which could possibly hinder their pedagogical practice.