A temática da violência escolar na formação docente inicial: das lacunas existentes às discussões necessárias

• Autor(a) principal: Badia, Denis Domeneghetti [UNESP]
• Data de Publicação: 2014
• Outros Autores: Poli, Ana Paula [UNESP], Souza, Nathália Cristina Amorim Tamaio de [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.ucs.br/etc/revistas/index.php/conjectura/article/viewArticle/2490; http://hdl.handle.net/11449/124689
• topic: School violence; Initial teacher training; Basic Education; Violência escolar; Formação inicial de professores; Educação Básica

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.