Made available in DSpace on 2014-06-11T19:29:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-07-28Bitstream added on 2014-06-13T19:37:47Z : No. of bitstreams: 1 machadojunior_lbs_me_assis.pdf: 1484111 bytes, checksum: 1900bb4a5d8b4cf3bbb30b81a0e6bab6 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A violência e a indisciplina escolar nas últimas décadas têm recebido crescente atenção no espaço público brasileiro. Diante desta questão, procuramos com esta pesquisa estudar os conteúdos veiculados na grande imprensa a respeito do objeto em questão, tendo como referencial a teoria das representações sociais. Os veículos selecionados foram os jornais O Estado de S. Paulo e Folha de S. Paulo e a revista semanal de informações Veja, dos quais compilamos os textos relativos à violência e indisciplina escolar publicados nos meses de março e abril de 2011. Os procedimentos metodológicos tiveram como base a análise de conteúdo, complementados por apontamentos de estudos historiográficos sobre imprensa. Incluímos a análise de documento da Secretaria de Educação do Estado de S. Paulo sobre a conduta na escola, que traz a visão governamental sobre o tema. Com o fato que ficou conhecido como “massacre de Realengo” em sete de abril, optamos por dividir a apresentação e discussão de dados em quatro partes, pela significativa diferença entre a cobertura rotineira sobre violência/indisciplina escolar e a cobertura maciça quando da ocasião do fuzilamento escolar no Rio de Janeiro. A primeira parte, com textos veiculados entre primeiro de março e sete de abril, revelam tratamento dos fatos como sendo de “excepcionalidade corriqueira”: atraem a atenção por se tratar de episódios de violência extrema na escola, mas são veiculados como acontecimentos cotidianos. Na segunda parte, apresentamos a cobertura maciça do caso Realengo, caracterizada pela dispersão de informações.... / School violence and indiscipline in recent decades have received increasing attention in the Brazilian public space. This research study the data broadcasted in the mainstream press concerning the subject matter, taking as reference the Social Representations Theory. The vehicles selected were the newspapers O Estado de S. Paulo and Folha de S. Paulo and weekly information magazine Veja, from which we compiled the texts related to school violence and indiscipline published in March and April 2011. Methodological procedures were based on content analysis, complemented by notes from historiographical studies about press. We included an analysis of a document from the Secretariat of Education of the State of São Paulo about conduct in school, which brings the Government's view on the subject. With the event now known as Realengo massacre in April 7th, we decided to split the presentation and discussion of data into four parts, by a significant difference between the coverage of routine school violence/indiscipline and massive coverage about the rampage school shooting in Rio de Janeiro. The first part, with the texts broadcasted between March 1st and April 7th, treatment of facts revealed as “ordinary exceptionality” and attracts attention because they are episodes of extreme violence in school, but is broadcast as everyday events. In second part, we present the massive coverage of Realengo case, characterized by the dispersion of information. The third deals with the subsequent coverage, where the fragmentary information gradually reveal stable elements: focus... (Complete abstract click electronic access below)

Orientador: Elizabeth Piemonte Constantino / Banca: Rosane Gumiero Dias da Silva / Banca: Alonso Bezerra de Carvalho / Resumo: A violência e a indisciplina escolar nas últimas décadas têm recebido crescente atenção no espaço público brasileiro. Diante desta questão, procuramos com esta pesquisa estudar os conteúdos veiculados na grande imprensa a respeito do objeto em questão, tendo como referencial a teoria das representações sociais. Os veículos selecionados foram os jornais O Estado de S. Paulo e Folha de S. Paulo e a revista semanal de informações Veja, dos quais compilamos os textos relativos à violência e indisciplina escolar publicados nos meses de março e abril de 2011. Os procedimentos metodológicos tiveram como base a análise de conteúdo, complementados por apontamentos de estudos historiográficos sobre imprensa. Incluímos a análise de documento da Secretaria de Educação do Estado de S. Paulo sobre a conduta na escola, que traz a visão governamental sobre o tema. Com o fato que ficou conhecido como "massacre de Realengo" em sete de abril, optamos por dividir a apresentação e discussão de dados em quatro partes, pela significativa diferença entre a cobertura rotineira sobre violência/indisciplina escolar e a cobertura maciça quando da ocasião do fuzilamento escolar no Rio de Janeiro. A primeira parte, com textos veiculados entre primeiro de março e sete de abril, revelam tratamento dos fatos como sendo de "excepcionalidade corriqueira": atraem a atenção por se tratar de episódios de violência extrema na escola, mas são veiculados como acontecimentos cotidianos. Na segunda parte, apresentamos a cobertura maciça do caso Realengo, caracterizada pela dispersão de informações.... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: School violence and indiscipline in recent decades have received increasing attention in the Brazilian public space. This research study the data broadcasted in the mainstream press concerning the subject matter, taking as reference the Social Representations Theory. The vehicles selected were the newspapers O Estado de S. Paulo and Folha de S. Paulo and weekly information magazine Veja, from which we compiled the texts related to school violence and indiscipline published in March and April 2011. Methodological procedures were based on content analysis, complemented by notes from historiographical studies about press. We included an analysis of a document from the Secretariat of Education of the State of São Paulo about conduct in school, which brings the Government's view on the subject. With the event now known as "Realengo massacre" in April 7th, we decided to split the presentation and discussion of data into four parts, by a significant difference between the coverage of routine school violence/indiscipline and massive coverage about the rampage school shooting in Rio de Janeiro. The first part, with the texts broadcasted between March 1st and April 7th, treatment of facts revealed as "ordinary exceptionality" and attracts attention because they are episodes of extreme violence in school, but is broadcast as everyday events. In second part, we present the massive coverage of Realengo case, characterized by the dispersion of information. The third deals with the subsequent coverage, where the fragmentary information gradually reveal stable elements: focus... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-07-29T15:27:30Z (GMT). No. of bitstreams: 1 dissertacao jose maria e silva.pdf: 1149395 bytes, checksum: aa33d752af8692afe284b36580c4dc85 (MD5) Previous issue date: 2003-09-26 / Recognizing that violence and indiscipline in schools involve multiple causes (cultural, socioeconomic and psychosocial), this paper seeks to analyze these phenomena in the face of teaching authority. To accomplish this, individual and open interviews were conducted with public school teachers of the Great Goiania. We tried to include teachers in the beginning of their careers, with intermediate teaching time and about to retire, from different areas of knowledge. This paper discusses theoretically the main concepts of violence, especially the symbolic violence of Michaud, opting for the adoption of a concept that considers especially physical violence. The concept of discipline is discussed from the work of Durkheim, along with the work of Yves de la Taille. Field work suggests that the outbreak of violence in schools, marked by impunity, may be stretching the limits mentioned by De la Taille, preventing the exercise of authority by the teacher with consequent injury to student learning. / Reconhecendo que a violência e a indisciplina nas escolas comportam múltiplas causas (socioculturais, socioeconômicas, psicossociais), este trabalho busca analisar esses fenômenos em face da autoridade docente. Para tanto, foram realizadas entrevistas individuais, abertas, com professores de escolas públicas da Grande Goiânia. Procurou-se contemplar professores em início de carreira, com tempo intermediário de magistério e prestes a se aposentar, nas diferentes áreas do conhecimento. Este trabalho discute, teoricamente, os principais conceitos de violência, especialmente o de violência simbólica de Michaud, optando-se pela adoção de um conceito que leva em conta, sobretudo, a violência física. O conceito de indisciplina é discutido a partir da obra de Durkheim, juntamente com os trabalhos de Yves de la Taille. O trabalho de campo sugere que a eclosão da violência nas escolas, marcada pela impunidade, pode estar esgarçando os limites de que fala La Taille, impedindo o exercício da autoridade por parte do professor, com o conseqüente prejuízo para o aprendizado dos alunos.

Made available in DSpace on 2016-04-27T16:33:50Z (GMT). No. of bitstreams: 1 Valdir Aguiar Ledo.pdf: 1367299 bytes, checksum: 18eb82a68db42a8553f3e323444331ff (MD5) Previous issue date: 2009-02-26 / Secretaria da Educação do Estado de São Paulo / This work aims the study of school indiscipline in the academic research. More precisely, it is based on biographical research carried out by means of survey and analysis of Doctor s degree dissertations and Master s degree theses in PUC-SP (Pontific Catholic University of São Paulo) and FEUSP (College of Education at the University of São Paulo), produced in post-graduation Programs in Education from 2000 to 2006. The institutes and periods were determined due to the production amount at the related theme. Before the research analysis on the subject, a mapping was accomplished related to the national production on both school discipline and indiscipline from 1987 to 2006. It was performed based on the on-line database of CAPES (Coordination for the Improvement of Higher Education Personnel). After the mapping, ten researches about school indiscipline carried out at PUC-SP and USP were analyzed focusing on their methodological issues, objectives, hypotheses and justifications. In those works, the indiscipline acts were identified. Then, the works contents were discussed, focusing on the following aspects: reference to the students and teachers; reference to the family and school; reference to the local context, to the teaching system and to the social context. At last, the researchers proposals and recommendations directed to the schools and teachers with the purpose of softening the disciplinary issues were pointed out / Esta pesquisa tem como objetivo o estudo da indisciplina escolar nas pesquisas acadêmicas. Mais precisamente, trata-se de pesquisa bibliográfica realizada mediante levantamento e análise de Teses de Doutorado e Dissertações de Mestrado defendidas nos Programas de Pós-graduação em Educação da PUCSP (Pontifícia Universidade Católica de São Paulo) e da FEUSP (Faculdade de Educação da Universidade de São Paulo), no período de 2000 a 2006 instituições e período delimitados em função do número de produção a respeito da temática em questão. Antes da análise das pesquisas sobre indisciplina, realizou-se um mapeamento da produção nacional sobre disciplina e indisciplina escolares, no período de 1987 a 2006. Tal mapeamento foi realizado com base no banco de dados on line da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior). Após o referido mapeamento, são analisadas dez pesquisas sobre indisciplina escolar produzidas na PUC-SP e na USP, focalizando-se: questões metodológicas, objetivos, hipóteses e justificativas dessas pesquisas. São identificados nessas produções os atos de indisciplina. Em seguida, discute-se o conteúdo das obras, tendo como foco os seguintes aspectos: referências aos alunos e aos professores; referências à família e à escola; referências ao contexto local, ao sistema de ensino e ao contexto social. Por último, destacam-se as propostas e as recomendações dos pesquisadores destinadas às escolas e aos professores com o objetivo de amenizar as questões disciplinares

The topic of this thesis is the lack of discipline in the teaching process based on the perception of this issue second-degree students. The goal of the theoretical part of the thesis is with support of the professional literature to handle terminology and show what is the definition of the issue of discipline and indiscipline in the classroom of the second degree with an emphasis primarily on the causes of indiscipline, the role of teacher and lack of discipline solutions. The theoretical part contains the definition of discipline and perception. Further, there are characterized terms of school indiscipline, selected causes of lack of discipline and disciplinary means. The paper also emphasized the role of teachers, especially the authority of the teacher, his skills and attributes. There are also briefly described developmental traits of older school age in relation to discipline. The practical part is built on the survey and the use of group interviews with pupils of eighth and ninth grades of primary school. The main aim of the practical part of the thesis is to find out through a questionnaire survey and group interviews, how the pupils of primary schools perceive discipline and indiscipline in the classroom. By the research survey was found that the most common types of indiscipline in the...

This dissertation deals with how to solve different kinds of disciplinal problems in a class, about an atmosphere in the class, relations between a teacher and pupils, a teacher and parents and also about the relations between pupils themselves. In this work is written how disciplinal problems should be solved, as well as how some problems are solved in real situations. The thesis is concerned especially about beginnings of the profession, which is connected with early years teachers and their possibilities how to deal with school conflicts, moreover their options for cooperation with their colleagues in a school or outside of it. This is also focused on general knowledge of beginning teachers about the possibility of cooperation with specialised centres for schools. The thesis shows the mentioned topic through situations from the Czech Republic as well as from Spain, Portugal and China.