Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/29/2009). Includes bibliographical references (leaves 83-87).

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 178-197).

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 14, 2006. Dissertation Committee: Larry McNeal (chair), Paul J. Baker, Lemuel W. Watson, Joe Parks. Includes bibliographical references (leaves 102-112) and abstract. Also available in print.

CAPES / Estudos mostram que a violência nas escolas resulta em consequências prejudiciais para as vítimas e para a sociedade. Entre os principais meios de prevenção da violência escolar tem-se o patrulhamento policial como o mais efetivo. O patrulhamento policial escolar é realizado por viaturas policiais que atendem a uma rede de escolas e consiste na manutenção das viaturas em cada escola da rede por um determinado período de tempo (patrulhamento de rotina). Contudo, durante o patrulhamento de rotina, as viaturas devem prestar atendimento imediato a chamadas de emergência em escolas da rede que não estejam sendo patrulhadas naquele momento (patrulhamento emergencial). O presente trabalho propõe um método baseado em modelos matemáticos para auxiliar o programa de patrulha escolar na definição das rotas de patrulhamento de rotina e rotas emergenciais. A abordagem aplicada para resolver o problema foi a de algoritmos de grafos. O patrulhamento de rotina foi por meio do Problema do caixeiro viajante e solucionado por meio da heurística do vizinho mais próximo e da meta-heurística de Busca tabu. A situação de emergência foi modelada utilizando o Caminho mais curto e as rotas emergenciais foram determinadas por meio do algoritmo de Floyd-Warshall. Um estudo de caso em uma rede de escolas foi utilizado para demonstrar a utilização do método. Os resultados mostram que o método proposto é efetivo para tratar o problema de seleção de rotas de patrulhamento escolar em cidades com restrições de recursos tecnológicos. / Studies have shown that school violence produces harmful effects on victims and society alike. Police patrols have proved to me the most effective among the main forms of preventing school violence. School police patrols take place using squad cars that serve a network of schools and consist of placing vehicles at network schools for a given period of time (routine patrol). Nevertheless, during routine patrol police vehicles must immediately answer emergency calls at network schools that are not being patrolled at that moment (emergency patrolling). This work proposes a method based on mathematical models to assist the school patrol program in defining the routes for routine patrol and emergency routes. The approach used to solve the problem consisted of graph algorithms. Routine patrol was treated as a model of the Traveling Salesman Problem, and was solved using the Nearest Neighbor Heuristic and Tabu Search metaheuristic. The emergency situation was modeled using the Shortest Path Problem, and emergency routes were determined through the Floyd-Warshall algorithm. A case study was used to demonstrate the application of the method. Results show that the proposed method is effective to treat the problem of route selection for school patrols in cities with shortcomings in technological resources.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-08-30T12:00:07Z No. of bitstreams: 1 DissNPP.pdf: 1061175 bytes, checksum: 62d8ab20e0bc6e21dd4f127d69635289 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-06T18:09:33Z (GMT) No. of bitstreams: 1 DissNPP.pdf: 1061175 bytes, checksum: 62d8ab20e0bc6e21dd4f127d69635289 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-06T18:09:48Z (GMT) No. of bitstreams: 1 DissNPP.pdf: 1061175 bytes, checksum: 62d8ab20e0bc6e21dd4f127d69635289 (MD5) / Made available in DSpace on 2017-09-06T18:14:30Z (GMT). No. of bitstreams: 1 DissNPP.pdf: 1061175 bytes, checksum: 62d8ab20e0bc6e21dd4f127d69635289 (MD5) Previous issue date: 2017-02-20 / Não recebi financiamento / This dissertation naimed to analyze the discourses about violence in the programs of the State Department of Education of São Paulo - SEESP - who se purpose is to avoid violence in school settings. Two questions guide dour research: Why are there so many programs created to avoid violence? In which way these programs understand violence and what are their conceptions of school, youth and society? We conducted a documentary research on the different material sand official texts for each program. The analysis of the discourses was based on the archaeological and genealogical method of Michel Foucault. We verified that the different discourses, with their statements, presented common conceptions about violence, youth and society, contradicting our initial hypothesis. However, despite the unity of the discourse on violence, the different programs did not dialogue among themselves. Were alized that statements presented the school as a victim external violence, and actions aimed at prevention are also located outside school, especially in partnerships with institutions of the Secretariat of Public Security and with the Judiciary Branch. In this way, educational activities to avoid and control violence are rarely discussed. The discourses of social vulnerability and risk are constantly being used to characterize young people who need measures of prevention, assimilation and control to avoid violence. The discourses do not address society, but rather the community that must be integrated into the school as a form of violence prevention. We did not observe in the discourses solutions aimed at the democratic management of conflicts and violence, although in the discourses democracy and citizenship are always tooken as an ideal that are desirable and that violence can avoid. We also verify that, progressively, SEESP is abandoning the discourse of prevention and violence combat in favor of discourses of conflict mediation. / Esta dissertação teve por objetivo analisar os discursos sobre a violência presente nos programas da Secretaria da Educação do Estado de São Paulo -SEESP- destinados a prevenção da violência em meio escolar. Duas indagações orientaram a nossa investigação: Por que tantos programas destinados a prevenção da violência? O que estes programas entendem por violência e quais são as suas concepções de escola, juventude e sociedade? Como hipótese de pesquisa, acreditávamos que encontraríamos visões muito diferentes de sociedade, juventude e escola em cada programa. Fizemos uma pesquisa documental nos diferentes materiais e textos oficiais destinados a cada programa. A análise dos discursos foi fundamentada no método arqueológico e genealógico de Michel Foucault. Verificamos que os diferentes discursos, com seus enunciados, apresentavam concepções comuns sobre violência, juventude e sociedade, contrariando assim a nossa hipótese inicial. Todavia, apesar da unidade do discurso sobre a violência, os diferentes programas não dialogavam entre si. Observamos que enunciados constroem a escola como vítima da violência externa, e as ações destinadas à prevenção também estão localizadas fora da escola, especialmente nas parcerias constante com órgãos da Secretaria da Segurança Pública e com o poder judiciário. Dessa maneira, as atividades educativas para prevenção e controle da violência são pouco discutidas. Os discursos da vulnerabilidade social e do risco são constantemente acionados para caracterizar a condição dos jovens que precisam de medidas de prevenção, assimilação e de controle para não desenvolverem atos violentos. A comunidade que deve integrada à escola como uma forma de prevenção a violência. Não observamos nos discursos soluções voltadas para a gestão democrática dos conflitos e da violência, embora nos discursos a democracia e a cidadania são sempre apontadas como um ideal que se quer conquistar e que a violência pode impedir. Verificamos também que, progressivamente, a SEESP está abandonando o discurso da prevenção e de “combate” a violência em favor dos discursos da mediação dos conflitos.

Orientador: Cristiano Amaral Garboggini Di Giorgi / Banca: Maria Suzana de Stefano Menin / Banca: Tania Suely Antonelli Marcelino Brabo / Resumo: O presente estudo foi construído no âmbito da Linha de Pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores" e teve por objetivo investigar os reflexos do modelo de resolução de conflitos denominado Justiça Restaurativa sobre a prevenção da violência, a indisciplina grave e a promoção da cultura de paz numa escola da rede pública da Região Metropolitana de São Paulo. As práticas restaurativas são muito antigas como forma de resolução dialogada e pacífica de conflitos, com origem nos modelos de organização social das sociedades comunais pré-estatais européias e nas coletividades nativas, mas acabaram neutralizadas pelos esforços de colonização. A violência em meio escolar é um fenômeno que ganhou o debate público a partir da década de 1980, contemporaneamente ao processo de redemocratização do país. A escola não é impermeável aos fenômenos sociais, de forma que a violência e a indisciplina, quaisquer que sejam suas causas, atingem os atores envolvidos no processo educativo e a qualidade do ambiente de aprendizagem nesse espaço privilegiado de socialização secundária, também responsável pela formação da pessoa em desenvolvimento, seu preparo para o trabalho, o exercício da cidadania e do respeito mútuo. A violência em meio escolar reclama forma eficaz de enfrentamento, para além de experiências individuais e fragmentadas, mas como objeto de princípios e diretrizes traçadas em políticas públicas. A pesquisa situa tangencialmente a violência no cenário mundial e nacional, aborda seus efeitos na sociedade e em meio escolar, e analisa a experiência da utilização da chamada Justiça Restaurativa como esforço alternativo ou complementar de resolução conflitos em determinada escola da rede pública da Região Metropolitana de São Paulo ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study was constructed in the Research Line "Public Policy, School Organization and Teacher Education" and aimed to investigate the consequences of the model of conflict resolution called Restorative Justice on the prevention of violence, serious indiscipline and promotion of the culture of peace in a public school in the Metropolitan Region of São Paulo. Restorative practices are very old as a negotiated and peaceful resolution of conflicts, originated in the models of social organization of pre-state European communal societies and of native communities, but were eventually neutralized by the efforts of colonization. Violence in schools is a phenomenon that has won the public debate since the 1980s, along with the process of democratization of the country. The school is not impervious to social phenomena, so that violence and indiscipline, whatever its causes, affects those involved in the educational process and the quality of the learning environment in this special area of secondary socialization, also responsible for the person development, that must prepare them for work, citizenship and mutual respect. Violence in schools calls for effective coping, beyond individual and fragmented experiences, but as an object of principles and guidelines set forth in public policy. The research approaches tangentially violence in national and world stage, deals with its effects on society and in schools, and examines the experience of using restorative justice as an alternative or complementary effort on resolution of conflicts in a certain public school in the Metropolitan Region São Paulo ... (Complete abstract click electronic access below) / Mestre

Orientador: Maria Beatriz Loureiro de Oliveira / Banca: Ademil Lopes / Banca: Claudia Aparecida Stefane / Banca: Maria Cristina da Silveira Galan Fernandes / Banca: Mauro Carlos Romanatto / Resumo: Este estudo aborda a relação entre a disciplina Educação Física e a influência dos diversos tipos de violência no desenvolvimento das características e aptidões físicas dos estudantes do ensino fundamental. As atividades lúdicas desenvolvidas nas aulas de Educação Física foram identificadas e procuramos verificar se elas atenuam as atitudes agressivas. No estudo, consideramos estudantes do ensino fundamental, com idade entre 10 a 13 anos, que frequentam um Núcleo de Atendimento à Criança e ao Adolescente da cidade de Ribeirão Preto no estado de São Paulo. Foram aplicados testes físicos, tanto no início como no final das atividades, para detectar se alunos expostos a violência escolar têm mudanças no seu desempenho físico. Contrariamente ao esperado, os resultados dos testes de dobras cutâneas demonstram que não houve modificação em 100% dos educandos. Nenhum deles apresenta desenvolvimento dentro da faixa da normalidade do acúmulo de tecido adiposo. Os educandos apresentam déficit no rendimento físico, principalmente no que diz respeito ao acúmulo excessivo de tecido adiposo (gordura) ou ao seu déficit. Observamos, também, que 100% dos educandos demonstraram um déficit no seu desenvolvimento físico, expressando íntima relação com a expressão de suas atitudes. Também, questionários (com perguntas fechadas) e entrevistas (com perguntas semiestruturadas) foram aplicados aos educandos. Para seus responsáveis, foram aplicadas entrevistas. Foram aplicadas entrevistas (com perguntas semiestruturadas) aos professores, que se negaram a participar. Com estes questionários e entrevistas visamos descobrir o tipo de formação, valorização, relação entre educandos e, em particular, a percepção da violência no ambiente do Núcleo. Pudemos então conhecer a visão dos alunos sobre a violência. Classificamos a atuação dos educandos envolvidos na violência... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study addresses the relationship between the physical education discipline and the influence of various types of violence in the development of physical characteristics and abilities of elementary school students. Play activities developed in physical education classes have been identified and we have tried to verify whether they attenuate the aggressive actions . In the study, we consider primary school students aged 10 to 13 years, attending a Center for Assistance to Children and Adolescents in Ribeirão Preto in São Paulo. Physical tests were applied, in both the beginning and end of activities, to detect whether students exposed to school violence have changes in their physical performance. Contrary to expectation, the skinfolds tests results show that there has been no change in 100% of the students. None of them has development within the normal fat accumulation range. The students have deficits in physical performance, especially with regard to the excessive adipose tissue accumulation (fat) or its deficit. We also observed that 100% of the students have shown a deficit in their physical development, expressing intimate relationship with the expression of their attitudes. Also, questionnaires (with closed questions) and interviews (with semistructured questions) have been distributed to students. Interviews have been held for their parents. Interviews (with semistructured questions) have been held to teachers, who have refused to participate. With these questionnaires and interviews, we aim to discover the type of training, recovery, relationship between students and, in particular, the perception of violence in the Center. We could then look at students' views on violence. We classify the students' performance involved in school violence (bullying) to determine their characteristics by means of the social role they represent. The following categories have been identified... (Complete abstract click electronic access below) / Doutor

Orientador: Joyce Mary Adam de Paula e Silva / Banca: Leila Maria Ferreira Salles / Banca: Joaquim Gonçalves Barbosa / Banca: Maria Silvia Pinto de Moura Librandi da Rocha / Banca: Lucia Cavalcante de Albuquerque Willians / Resumo: Cada escola se caracteriza por desenvolver uma personalidade própria, que influencia o comportamento dos que ali trabalham e estudam o que é considerado como clima da organização. O clima da escola tem múltiplas causas, e seus componentes estão interligados. É percebido simultaneamente de forma consciente e inconsciente. A análise de seus efeitos, que também são múltiplos, é fundadora de novas políticas ou estratégias de mudança e interessam diretamente aos gestores escolares. Este estudo de duas escolas, uma no interior do Estado de São Paulo, Brasil e uma na Comunidade de Madrid, Espanha ressalta as relações existentes entre clima organizacional da escola e a violência escolar. Trata-se de uma pesquisa qualitativa com estudo de dois casos. O foco central é a percepção que professores e alunos, nos dois países, têm sobre dois aspectos do cotidiano escolar: clima organizacional e violência na escola. Este estudo reveste-se de importância por ser inédito no Brasil, salvo melhor juízo, ao relacionar clima organizacional e violência escolar. Embora diferentes em muitos aspectos, as duas escolas pesquisadas se assemelham no tocante à existência dos atos de incivilidade no seu cotidiano e a preocupação em preveni-los ou minorá-los. O estudo apresenta as estratégias e ações que ambas utilizam para lidar com os conflitos, questão central para análise do clima das mesmas. O estudo utiliza a literatura atual sobre os dois temas, a observação do cotidiano das escolas e sua documentação, respostas aos questionários, e as entrevistas realizadas com diversos atores escolares. / Abstract: Each school is characterized by developing its own personality, which influences the behavior of those who work and study there what is considered climate of the organization. The climate of the school has multiple causes, and their components are interlinked. It is perceived both consciously and unconsciously. The analysis of their effects, which are also multiple, is the founder of new policies or strategies for change and interest directly to the school management. This study of two schools, one in the State of Sao Paulo, Brazil and one in Madrid, Spain highlights the relationship between organizational climate of schools and school violence. This is a qualitative research study of two cases. The central focus is the perception that teachers and students in both countries have about two aspects of school life: organizational climate and school violence. This study is of importance because it is unprecedented in Brazil, except better judgment, to relate organizational climate and school violence. Although different in many respects, the two schools studied are similar with regard to the existence of acts of incivility in their daily life and concern to prevent them or to mitigate them. The study presents the strategies and actions that both schools use to deal with conflict, a central issue to the analysis of the climate. The study uses the literature on the two subjects, the observation of everyday life of schools and its documentation, answers to questionnaires and interviews with various school actors. / Doutor

The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.

The focus of this thesis falls on school violence. The research addresses the possibility that a culture of violence exists amongst some South African school-going youth. The researcher identified the attitudes and behaviour of learners towards violence as indicators of the culture of these learners. The research specifically focused on the pro-violence attitudes and violent behaviour of learners. The definition of ‘culture’ which was employed suggests the link between a person’s attitude, behaviour and culture. Information was gathered through literature and empirical research. The data was collected by means of a questionnaire with closed-ended questions and a well-tested tool, namely the Attitudes towards Violence Scale. The results of the empirical research were analyzed with the SPSS Windows data editor computer program. Conclusions and recommendations regarding school violence were made. In addition, a programme to curb such violence was proposed. Some suggestions for further research into this subject were also advanced. / Criminology and Security Science / M.A. (Criminology)