Orientador: Dirce Djanira Pacheco e Zan / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T03:29:35Z (GMT). No. of bitstreams: 1 Possato_BeatrisCristina_D.pdf: 3464892 bytes, checksum: bd8c14e539a4801a50d6d305ffd79c4f (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa propõe um estudo de abordagem qualitativa, tendo como referencial metodológico a pesquisa etnográfica em uma escola pública estadual, de Campinas - SP. Partindo da aproximação com a realidade a ser investigada, conhecendo aspectos da comunidade atendida e dos sujeitos que constituem essa instituição, o intuito foi observar a inserção e atuação do Professor Mediador Escolar e Comunitário (PMEC) na escola investigada. Esse profissional representa a figura central de um programa da Secretaria de Educação do Estado de São Paulo (SEESP), o "Sistema de Proteção escolar" (SPE), que tem como propósito amenizar as violências escolares. A pesquisa etnográfica propôs a compreensão das práticas, das funções, da formação, das ações educativas e dos sentidos do PMEC para esta instituição, analisando seu papel perante as violências escolares. A busca era, igualmente, de perceber as relações e a atuação deste profissional junto aos sujeitos da pesquisa, realizando entrevistas com representantes da SEESP, da equipe gestora, da equipe docente e discente, problematizando o desenvolvimento do SPE. Para alcançar esse intento, houve a permanência durante um ano letivo na escola, observando os sujeitos da pesquisa nos diversos espaços, como pátio, sala de aula, entre outros, além de acompanhar intensamente as atividades da PMEC. Para os registros dessa observação o diário de campo foi utilizado como instrumento principal e os documentos da escola, utilizados para complementar os dados do campo. A pesquisa etnográfica permitiu que múltiplas facetas do campo fossem desvendadas pouco a pouco e que as relações humanas naquela escola fossem observadas do ponto de vista dos sujeitos escolares. Foi possível constatar que o PMEC possuía uma condição de trabalho aviltante, que não lhe permitia construir sua função, assumindo vários papéis que não eram os seus. Ademais, assumia uma função mais punitiva, burocrática, do que mediadora. Havia um desmonte da coletividade na escola, dos espaços de trabalho coletivo e delegava-se a um único sujeito a responsabilidade pela convivência e pelas violências escolares. O absenteísmo dos professores e funcionários, a escola vista como uma organização burocrática, diversos problemas e descontentamentos, faziam parte da estrutura escolar. Estrutura essa, que demonstra uma política de aparência cuja preocupação principal seria responder à sociedade sobre os casos de violência destacados pela mídia e que efetivamente, não permite que um programa de Mediação de Conflitos escolares ou qualquer outro programa, que busque amenizar as violências escolares, seja bem sucedido. / Abstract: This search is a qualitative study and it has as ethnography research methodology referential a public school in Campinas - SP. The search tries to be as close as it can with the reality, to be investigated as to get to know the community where the school is and the people who are part of it. The intention with the observation was watch how the School Teacher Mediator (PMEC)* is integrated and acts in the investigated school. This position represents the central person in a program created by the Department of Education of the State of São Paulo (SEESP)*, the "School protection system" (SPE)*, it has the purpose to reduce the school violence. The ethnography research offer the understanding about the practices, the function, the formation, the actions about education and the PMCE senses for the institution analyzing how it acts against school violence. The investigation equally explores the relation and the action of the professional with the research subjects, making interviews with SEESP representants, the management team, teaching and student team, questioning the SPE's development. To achieve this purpose there was permanence at the school in a whole year, watching the research subjects in different spaces, like courtyard, classroom, among others, in addition to permanent follow of actives from PMEC. For the registration of this observation the daily field had been used as principal instrument and the school documents had also been used as a complementation of the field. The ethnography research allowed that multifaceted field in this area had been unveiled little by little and the humans relations in that school had been seen from the school subjects. After it was possible to show, that PMEC have degrading job conditions, that situation didn't allowed them to be able to do their function, so they had to assume different papers. Moreover, assume a function more punitive, bureaucratic than mediator. There was a division in the community school, in the collective work space and all the responsibility for the familiarity and for the school violence. The absence of workers and teachers, the view of the school as bureaucratic, several problems and discontentment were part of the school structure. Structure that shows a police that the principal worry is answer to the population about the managers conflicts showed up through the media and not allows a real Mediation conflict school program or any other kind of program, to reduce the school violence problems, it will be successful. / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Abstract This dissertation examines how boys construct masculinities and hierarchical orders in their social interactions at school. Those themes are studied from viewpoints of power, ethnicity, status, and particularly violence in a framework of hegemonic masculinity. The study uses feminist post-structural methodology and critical discourse analysis; the material consists of questionnaires, interview data, and observation material collected in two phases from the same school classes in 2002 and 2007. Tuija Huuki’s qualitative, longitudinal material is also explored in two joint articles written with her. Longitudinal analysis and case studies are also used in this research. Four discursive forms of masculinity are found and analysed in this research from the perspective of hegemonic masculinity. These forms of masculinity legitimate, challenge, or affect hegemonic masculinity, and are considered particularly from a viewpoint of visible violence and subtle, normalised violence. Toughies used violence the most visibly. Banal balancers used violence in more subtle manners. Silent sympathisers for their part legitimated violence as bystanders, while gender traitors were often targets of gendered violence as they withdraw from hegemonic masculinity. In the context of this work, hegemonic masculinity refers to the pursuit of culturally and socially idealised masculinity, which was considered normal on a local level. This research also analyses peer likeability and respect, which are suggested as the prominent dimensions of status in a framework of hegemonic masculinity. Respect links more closely to a cultural pattern of masculine supremacy and power position than to peer likeability. The concept of hegemonic masculinity – analysed through power relations and through status and its resources – proved mosaic-like, transforming, and difficult in nature, but also useful to this research both theoretically and pragmatically. The struggle for status and power is violent when it includes a superiority that diminishes others and if a higher hierarchical position is aspired to at another person’s expense. This research also exposes the struggles and normalised violence in which ethnicity is present. It challenges teachers to develop models of how communality constructs manners of using power. / Tiivistelmä Tutkimuksessa tarkastellaan poikien maskuliinisuuksien rakentumista ja hierarkkisia järjestyksiä sosiaalisissa vuorovaikutussuhteissaan koulussa. Näitä teemoja analysoidaan vallan, etnisyyden, statuksen ja erityisesti väkivallan näkökulmista hegemonisen maskuliinisuuden viitekehyksessä. Tutkimuksessa käytetään feminististä metodologiaa ja kriittistä diskurssianalyysia. Materiaali koostuu kahdesta koululuokasta viiden vuoden välein kerätystä kyselylomake-, haastattelu- ja havainnointiaineistosta. Kahdessa yhteisartikkelissa on käytetty myös Tuija Huukin kokoamaa laadullista, pitkittäistutkimuksellista aineistoa. Tutkimuksessa käytetään pitkittäisanalyysia sekä tapaustutkimuksellista otetta. Aineistosta löytyi hegemonisen maskuliinisuuden näkökulmasta tarkasteluna neljä maskuliinisuusmuotoa. Näitä hegemonista maskuliinisuutta legitimoivia, haastavia ja siitä irtisanoutuvia diskursiivisia maskuliinisuuksien muotoja on analysoitu huomioiden erityisesti näkyvä ja piiloinen, normalisoitunut väkivalta. Kovikset käyttivät väkivaltaa näkyvimmin, banaalit tasapainoilijat piiloisemmin, rauhalliset myötäilijät legitimoivat väkivaltaa sivusta seuraamalla ja hegemonisen maskuliinisuuden pettäjät joutuivat usein sukupuolistuneen väkivallan kohteiksi irtisanouduttuaan hegemonisesta maskuliinisuudesta. Hegemoninen maskuliinisuus tarkoittaa tässä tutkimuksessa paikallisella tasolla kulttuurisesti ja sosiaalisesti hyväksytyn, normaalina pidetyn maskuliinisuuden tavoittelua. Tutkimuksessa on analysoitu myös statuksen ulottuvuuksia, joiksi hegemonisen maskuliinisuuden viitekehyksessä määrittyivät kaverisuosio ja respekti. Respekti määrittyy tässä tutkimuksessa statuksen maskuliiniseen kunnioitukseen liittyväksi minäorientoituneeksi ulottuvuudeksi, jolla on vahvempi yhteys valta-asemaan kuin kaverisuosioon. Hegemoninen maskuliinisuus näyttäytyi mosaiikkimaisena, muuttuvana ja hankalana mutta käyttökelpoisena teoreettisena ja pragmaattisena käsitteenä tämän tutkimuksen kontekstissa. Kamppailu statuksesta ja vallasta on väkivaltaista silloin, kun siihen liittyy toisia väheksyvää paremmuusajattelua, jossa omaa asemaa pyritään parantamaan toisten kustannuksella. Tämä tutkimus tekee näkyväksi näitä kamppailuja ja niihin liittyvää normalisoitunutta väkivaltaa, jossa myös etnisyydellä on osansa. Samalla se haastaa kasvattajat kehittämään malleja yhteisöllisyyttä rakentavasta vallankäytöstä koulussa.

Abstract Besides affiliative interaction, varied forms of subordination are present in the daily life of many school students; however, research into school violence—particularly into its non-systematic, subtle forms—is still scarce. This work aims to examine how dimensions of violence and caring are related in the pursuit of social status among school boys. The study focuses on the analysis of the ways and prerequisites by which boys acquire and maintain social status in informal student relations. The study also asks how the violence and caring of others are present in acquiring and maintaining status. The study stands on longitudinal qualitative data collected in three Finnish comprehensive schools in the beginning of 2000’s. In the first school, located in northernmost Finland, forty-six Grade 6 students were interviewed and observed for the first phase of the study. In the second phase, a smaller sample of eight students were interviewed individually in Grade 9 and again at nineteen years of age. Additionally, longitudinal qualitative data from two other schools in southern Finland was used in two joint articles. This study draws on recent post-structuralist feminist methodology and uses critical and reflective reading as a tool for analysis. Schoolboys ingratiated themselves with peer groups using local socio-cultural resources, namely physicality/materiality, humour, social relations, performances, sexuality, violence, and caring. The workable strategic utilisation of these resources brought status and high social position in the peer group, while high position brought the possibility to utilise the resources available through fair power or fear power. The acquisition of status presumed status work, defined as action in which boys used culturally available resources and strategies in ways that brought them ascendancy over others. Communality inside peer groups, caring, and a struggle for power, as well as subordination of alliance with outsiders, proved characteristic of status work. Violence connected with status work was often subtle and normalised in nature and was bound up with caring or being liked. Caring might be a status resource if displayed in forms in line with culturally idealised images of masculinity. Humour and teasing that subordinate others are key phenomena in attempting to identify the mechanisms of violence in schools at a stage in which violence is not directed repeatedly at the same person. The study opens a perspective to consider on what conditions and what levels violence is systematic. Action damaging to another that appears non-systematic on an individual level may prove systematic when viewed on a group and community level. / Tiivistelmä Yhteisöllisen toiminnan ohella hienovarainen ja normalisoitunut toisarvoistaminen on monen kouluoppilaan arkea. Aihetta on kuitenkin tarkasteltu kouluväkivallan tutkimuksessa vähän. Tutkimus tarkastelee sitä, millaisia väkivallan ja välittämisen ulottuvuuksia poikien sosiaalisen statuksen tavoitteluun liittyy. Tutkimuksessa kysytään, millä keinoilla ja edellytyksillä pojat kykenevät hankkimaan ja ylläpitämään sosiaalista statusta informaalin koulun oppilasyhteisöissä paremmin kuin toiset sekä miten väkivalta ja toisista ihmisistä välittäminen ovat mukana tässä statustyössä. Tutkimuksessa käytetään kolmesta suomalaisesta peruskoulusta 2000-luvun alussa hankittua pitkittäistutkimuksellista laadullista tutkimusaineistoa. Ensimmäisestä, pohjoissuomessa sijaitsevasta koulusta 46 oppilasta haastateltiin ja havainnoitiin heidän ollessa kuudennella vuosiluokalla. Tästä oppilasjoukosta kahdeksan oppilasta osallistui uudelleen haastatteluun yhdeksännellä luokalla sekä kolmannen kerran 19-vuotiaana. Lisäksi kahdesta eteläsuomalaisesta koulusta kahdessa vaiheessa hankittua haastattelu-, havainnointi- ja kyselylomakeaineistoa käytettiin kahdessa osatutkimuksessa. Tutkimuksessa hyödynnetään feminististä metodologiaa ja aineiston analyysissä feminististä lähiluvun otetta. Koulupojat tavoittelivat sosiaalista statusta koulun oppilasyhteisöissä paikallisin sosiokulttuurisin resurssein, joita olivat fyysis-materiaalisuus, huumori, sosiaaliset suhteet, performanssit, seksuaalisuus, väkivalta ja välittäminen. Resurssit ja niiden toimiva strateginen käyttö toivat pojalle sosiaalista statusta ja arvoaseman oppilasyhteisössä. Asema tarjosi mahdollisuuden hyödyntää statusresursseja rakentavan vallan tai pelkovallan keinoin. Statuksen tavoittelu ja ylläpito edellyttivät statustyötä. Statustyö määrittyy toiminnaksi, jossa pojat käyttivät kulttuurisia resursseja ja strategioita asemaa vahvistavalla tavalla. Statustyölle oli ominaista sisäpiiriryhmän keskinäinen yhteisöllisyys, välittäminen ja valtakamppailu sekä poissulkeminen tai liittoutuminen suhteessa ryhmän ulkopuolisiin. Statustyöhön liittyvä väkivalta oli luonteeltaan usein hienovaraista ja normalisoitunutta ja kietoutui välittämiseen tai pidettynä olemiseen. Välittäminen voi olla statusresurssi, mikäli se tuli esiin hyväksytyn maskuliinisuuskuvan ilmiasussa. Toista kyseenalaistava huumori ja kiusoittelu toimivat avainilmiöinä pyrittäessä tunnistamaan kouluväkivallan mekanismeja vaiheessa, jolloin väkivalta ei ole muodostunut toistuvaksi samaan henkilöön kohdistuvaksi toiminnaksi. Tutkimus haastaa myös selvittämään väkivallan systemaattisuutta yksilökeskeisen tarkastelun ylittävästä näkökulmasta. Yksilötasolla ei-systemaattiselta vaikuttava toista vahingoittava toiminta saattaa ryhmä- ja yhteisötasolla tarkasteltuna osoittautua systemaattiseksi.

Masters in Public Administration - MPA / Existing situations at various schools, especially in post apartheid South Africa suggest that the education environment for effective teaching and learning is problematic for several reasons namely a lack of safety and security, poor governance and management and a lack of community ownership and partnership. This research however assumed that the implementation of safety related policies and other departmental guidelines is the foundation for effective learning, especially in the Western Cape. The primary aim and objective of this research was to ensure that learning takes place in an environment free from crime, violence, drugs, intimidation and fear. It was an assessment to acquire information from schools and other role-players regarding the status of safety and security in schools and to verify whether crime prevention policies are implemented. / South Africa

Adolescents in the schools in South Africa have been victims of many social problems such as violence and crime as a result of background influence. They have been both victims and perpetrators of this violence. Problems of attachment to both school and home have always been blamed for the adolescents’ deviance. South African schools are affected by this verbal and physical violence which presumably emanates from learners poor connections with school and home. The background of societies such as economic deprivation has also been presumed to have an impact on the way adolescents conduct themselves in schools. There is no research that has verified the correlation between violence and attachment to bases of attachment - home and school in South Africa, especially in the Eastern Cape Province. A survey was conducted in more than ten schools in the Amathole District where 317 learners’ opinions on their observation of cases of verbal and physical violence in their schools, and on their attachment to both home and school were collected through a 40 item questionnaire. The questionnaire had five sections (a) to (e). The first section (a) required learners to enter their biographical information; gender, age, grade, and quintile classification. The second section (b) required learners to rate their attachment to their homes and to their care givers. The third section (c) required learners to rate their connectedness to their schools. The fourth section (d) required learners to supply information on their observation and involvement in verbal violence. The final section (e) with items adopted from section (d) and customised required learners to rate their observation and involvement in physical violence. Descriptive statistics were used to glean frequencies and the overall levels of attachment and violence amongst learners. The study also looked at significant differences in attachment (both family and school) and violence (both verbal and physical) using gender and socio-economic profiles of the learners and schools (quintile system) as sorting or categorising variables. One major finding which is contrary to most theory and may be as a result of social dynamics is that statistics suggested that gender and socio-economic variables had little bearing on violence and attachment. Through the use of SPSS, the Spearman’s rho correlation coefficients were calculated to answer the sub-questions on the relationship between family and school attachment, and school violence (both verbal and physical). There were notable negative and positive correlations between school attachment and verbal violence; for example there was a positive correlation between teachers making learners hate school and learner-involvement in swearing. There was also a negative correlation between school buildings making learners proud and schools and homes being to blame for the frequency of verbal violence in the schools. There were also notable correlations between attachment to family and verbal violence such as the correlation between the frustration by parents’ lack of concern and learners’ involvement in verbal violence without any clear reason. With regard to physical violence there was a negative correlation between parents having time to discuss life with their children and the frequency of physical violence in the schools. There was however a negative correlation between one’s pride in one’s school and the blame on schools for instigating school violence. From these correlations implications for school violence prevention could be drawn. The study reveals that a lot needs to be done by the schools, parents, the government, and the community to enhance learner attachment to both school and home. However, for all the stake holders to succeed government must take the leading role in speeding up the process of reducing poverty in the communities. This is premised on the fact that some findings reveal that frequency of violence increases in an environment of frustration and anger. Schools as care-givers can also introduce many interventions such as counselling workshops to equip teachers with professional crisis management. The research may encourage the Department of Education and schools to adopt violence prevention programs implemented in countries (like United States of America’s Olweus bullying and violence prevention program) for use in bringing communities together to work against school violence. These findings might strengthen the South African Department of Education’s Safe Schools Programs.

Cette thèse propose une approche rationnelle du phénomène de violence paroxystique en milieu scolaire. Sous le prisme des cindyniques urbaines, les possibles motivations d’une violence réactionnelle à l’égard de l’institution scolaire et de ses acteurs sont d’abord mises en exergue. Suffisent-elles à expliquer le recours à la violence extrême ? Nous proposons en second lieu des éléments de réponse consolidés, sur la base de 156 événements échelonnés sur un siècle à travers 5 continents et 25 pays. Après un large focus sur les espaces de perpétration, une typologie des auteurs est établie avec précision. L’analyse se porte ensuite sur les déterminants socioculturels de ces actions criminelles, dans une combinaison individuelle, conjoncturelle et sociétale. Cet examen détaillé autorise ensuite la modélisation des processus criminels à l’œuvre, selon le genre et l’âge des perpétrateurs. Les niveaux de criticité des facteurs de risque identifiés sont estimés, afin de faire émerger les « coupes minimales » d’un « arbre des causes » (phase pré-accidentelle). Celui-ci s’agrège à un arbre des conséquences (phase post-accidentelle), autour de « l’événement redouté central » que constitue l’acte de « school shooting ». Ce modèle discursif en forme de « nœud papillon » suppose in fine la déclinaison de barrières de mitigation des risques qui préfigurent, dans une approche transactionnelle de la sécurité, une stratégie globale et pluridisciplinaire d’anticipation des meurtres de masse dans les écoles, collèges, lycées et universités / This doctoral thesis proposes a rational and scientific approach to the phenomenon of paroxysmal violence in schools. Through the prism of urban “cindynics” (risk science), we first highlight the possible motivations of violent reaction against the school system and its actors. Are they sufficient to explain the use of extreme violence ? We secondly offer some consolidated elements to answer, based on 156 events spread over a century across 5 continents and 25 countries. After extensive focus on spaces of commission, a typology of the perpetrators is precisely established. The analysis then focuses on socio-cultural determinants of these criminal actions in a single, cyclical and societal combination.This detailed review then allows the modeling of criminal processes at work, gender and age of the perpetrators. Criticality levels of identified risk factors are estimated to bring out the “minimum cuts” of a causal tree (pre-accident phase). It aggregates to a tree consequences (post-accident phase) around the “central event dreaded” that is the act of school shooting. The interest of the “bow tie” thus formed extends beyond the stage of diagnosis. This discursive model assumes ultimately declination barriers of risk mitigation that prefigure, in a transactional approach to security, a comprehensive and multidisciplinary strategy of anticipation to mass murders in French and European schools or universities

This paper presents the results of a study about peer intimidation and victimization with 1167 school students from 6th, 7th, and 8th grade from the Valparaiso Region of Valparaíso, Chile. The instrument used was the Insebull Battery (Avilés & Elices, 2007). Results show that approximately 9% of students have been victim of peer victimization many times or almost every day during the school year. Psychological victimization was more frequent thanphysical aggression, particularly through virtual communication such as cell-phone messages and e-mails. Participants tend to be groups of male students. Although male students participate more in physical aggression, they also receive more physical and psychological aggression. The most frequent places were inside the classroom and the school yard, when the teacher is not present. Most students inform not knowing, or vaguely knowing, thereasons underlying these aggressions, and do not do anything to deal with them. These results coincide with international studies and allow a better understanding of the characteristics of peer victimization in specific educational contexts within the Chilean school system. / Se presenta un estudio de conductas de intimidación y victmización en 1167 escolares de 6º, 7º y 8º año Básico de la Región de Valparaíso, Chile. Se utilizó la batería Insebull (Avilés &Elices, 2007). Los resultados indican que 9% ha sido víctima del maltrato de sus compañeros bastantes veces o casi todos los días durante el año escolar. El maltrato psicológico es más frecuente que la agresión física, destacándose el uso de medios virtuales. Los participantes suelen ser varones que actúan en grupo. Los lugares más frecuentes son la sala de clases y el patio de recreo, en ausencia del profesor. La mayoría señala no saber, o solo difusamente, las razones que subyacen a estos actos, y no hacer nada frente a actos observados. Estos resultados coinciden con los estudios a nivel internacional, y permiten comprender el maltrato entre pares en contextos específicos de la realidad educativa chilena.

Cette étude vise à comprendre les diverses manifestations de la maltraitance des élèves exercée par les enseignants, ce qui a un impact négatif sur l'environnement émotionnel, scolaire et social tant pour les élèves que pour les enseignants eux-mêmes, qui sont souvent affectés par les réponses violentes qu'ils reçoivent de leurs propres élèves. L'objectif est également d'analyser les effets défavorables de ce type de relation sur le climat scolaire, qui se traduit par diverses formes de conflits entre enseignants et élèves, entre collègues et ces derniers avec les parents et la direction scolaire. En outre, l'étude cherche à reconnaître les implications que cette problématique engendre pour l'école et le système éducatif lui-même, qui se sent souvent impuissant en raison de la complexité de cette expression de la violence scolaire dont les victimes sont les enseignants et l'école elle-même.Ce travail utilise les outils méthodologiques qui proviennent de la sociologie de Pierre Bourdieu afin d'obtenir une plus grande approche du domaine scolaire et, par conséquent, des relations entre enseignants et élèves qui sont mesurées par les relations de pouvoir à travers lesquelles l'autorité scolaire est exercée. D'autre part, la violence et les brimades à l'école sont abordées dans une perspective socio-éducative qui fournit des éléments fondamentaux pour leur compréhension et leur explication.Pour atteindre les objectifs fixés, la recherche utilise une méthodologie qualitative, focalisée sur la Participation, l’Action et la Recherche – IAP (Investigación Acción Participación pour ces initiales en espagnol) et le modèle des noyaux d’Education Sociale –NES (Núcleos de Educación Social pour ces initiales en espagnol). La population participante était composée d'élèves, d'enseignants, de directeurs et de parents de trois écoles publiques de la ville de Bogotá dans trois localités. Pour cette recherche des entretiens approfondis ont été utilisés avec les enseignants et les directions scolaires. Des groupes de discussion ont été organisés avec les parents et trois NES ont été menés avec les élèves dans le cadre de 24 séances de travail d'une durée d'environ 4 mois.En tant que bilan, la recherche a montré que les punitions physiques et émotionnelles continuent de faire partie des pratiques des enseignants et qu'elles sont façonnées par la répartition inégale du capital qui détermine les positions des élèves et des enseignants dans le domaine scolaire et, de plus, par une lutte continue pour maintenir le pouvoir et l'autorité dans une école qui exige de nouvelles pratiques et formes de relations qui répondent aux réalités de la société contemporaine. / This study is an effort to understand various manifestations of teachers violence against students, which leaves a negative impact on their scope of emotional feelings, academic achivements and social environment for both students and teachers, whom often are affected by the violent respons they receive from their own students. The purpose is also to analyse the unfavourable effects of this type of relationship on the school environment that translates into various forms of conflict, not only between teachers and students, but preceptors and many times includes school administration. In addition, the study seeks to recognize the implications that this problem has on the school and the education system itself, which often feels powerless due to the complexity of this expression of school violence in which it is the teachers and the school itself that are the perpetrators.This work uses methodological tools from the sociology of Pierre Bourdieu in order to obtain a greater approach in the academic field. Hence it mediates the power through which the school authority is exercised on the relationship between teachers and students. Moreover, school violence and bullying are approached from a socio-educational perspective that provides fundamental elements for their understanding and explanation.In order to achieve the objectives set foward, the research uses a qualitative methodology, the Participation Action Research - IAP approach and the Social Education Nuclei -NES model. The participating population was made up of students, teachers, directors and parents of three public schools in the city of Bogotá from three different locations. In-depth interviews were used to work with teachers, students, and school administration. Focus groups were held with parents and 3 NES were conducted with students in 24 work sessions lasting approximately 4 months.In conclusion, the research showed that physical and emotional punishment continue to be part of the practices of teachers and this is shaped by the unequal distribution of the city that determines the positions of students and teachers in the school field. Moreover, it is an ongoing struggle to maintain power and authority in school that demands new practices and forms of relationship that respond to the realities of contemporary society.

The purpose of the current study was to determine if there are potential mediating factors to a student being victimized by school violence. Results from 5,409 middle school and high school student participants who completed the 2007 School Crime Supplement of the National Crime Victimization Survey, a nationally collected survey on victimization, were used to determine if there was a relationship between student victimization and extracurricular activity involvement. Specifically, the questions about victimization (bullying), extracurricular activity involvement, a relationship with an adult at school, and a relationship with a friend were used. Seven specific types of extracurricular activities (athletic teams, spirit groups, performing arts groups, academic clubs, student government, community service/volunteer clubs, and other) were examined to determine if a specific type of extracurricular activity might be related to lower victimization scores. Relationships with an adult and a peer were examined in association with a student's involvement in extracurricular activities. Reported victimization status was also explored in connection with the student's relationships with an adult and peer. The results of this study indicate statistically significant relations among many of the variables above. However, the large sample size was the reason for the significant findings. The results indicate that protecting a student from victimization may not be a benefit of extracurricular involvement; however, extracurricular activities may be a useful tool to connect students to friends and caring adults at school.

During the latest years, the phenomenon of violence against teachers has been a growing concern for contemporary schools all over the world (Bounds & Jenkins, 2018). Existing studies propose increasing prevalence estimates (McMahon et al., 2017) and various harmful consequences for victims and schools (Wilson et al., 2011; Huang et al., 2017). Yet, this phenomenon is still severely understudied. Therefore, this study attempts to address some of the existing literature gaps by providing in-depth qualitative information on educators’ thoughts and experiences on the subject. More specifically, this study aims to investigate the different forms and consequences of violence against teachers as well as the teachers’ perceptions about the factors that motivate students to engage in violent behaviours against them. Information relevant to the purpose of this study was comprehended through semi-structured interviews and analysed by using the method of conventional context analysis. Findings from the interviews suggested that violence against teachers is commonly experienced in both indirect (e.g. rumour spreading, property crime) and direct forms (e.g. verbal and physical violence), whereas consequences were found to impact teachers’ psychological wellbeing, their personal lives, the students and consequently several aspects of the school climate itself (e.g. teaching and learning experience). Additional findings suggested that students’ violent behaviour can be motivated by several factors who are either of personal nature to a student (e.g. receiving an unexpected grade) or a result of the preestablished student culture (e.g. normalisation of violence among peers and generalisation of behaviour). Directions for future research, policy implications and targeted interventions are considered in the context of these findings.