Made available in DSpace on 2016-06-24T04:12:24Z (GMT). No. of bitstreams: 1 Adriana_lira.pdf: 2137719 bytes, checksum: c7c8b1c72de917befc210db602dd6632 (MD5) Previous issue date: 2010-03-29 / As viol??ncias nas escolas do Distrito Federal t??m dificultado que se efetive plenamente o direito ?? educa????o...

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T14:20:03Z No. of bitstreams: 1 AdrianaLiraTese2016.pdf: 2097125 bytes, checksum: 3c4e8a8b8ccaeb0b0692d4c57403083e (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T14:20:27Z (GMT) No. of bitstreams: 1 AdrianaLiraTese2016.pdf: 2097125 bytes, checksum: 3c4e8a8b8ccaeb0b0692d4c57403083e (MD5) / Made available in DSpace on 2017-05-09T14:20:27Z (GMT). No. of bitstreams: 1 AdrianaLiraTese2016.pdf: 2097125 bytes, checksum: 3c4e8a8b8ccaeb0b0692d4c57403083e (MD5) Previous issue date: 2016-06-02 / How do teachers involuntarily contribute towards aggravating conflicts in schools? What are the implications for teacher education? Indiscipline and various forms of violence in schools are complex problems with multiple causes to which students, teachers and administrators contribute in different ways. This research focused on adolescents??? perceptions of their teachers and how those perceptions could contribute towards the process of learning to live together socially with the full exercise of both rights and duties. The overall objective was to identify how students view their teachers when the latter are handling school indiscipline and violence and to extract from their views recommendations regarding teacher education. Considering that the literature on school violence declares that it tends to be at the highest level among adolescents and that the very process of bio-psychosocial transformation they undergo is a form of violence in itself, including their mourning for their lost childhood, a school located on the administrative periphery of the Federal District was selected with a record of violence and located in a socially vulnerable area. The study focused on students in the final years of lower secondary education studying in the morning or afternoon periods of the day. The case study involved triangulating the documental analysis, the direct observations especially in classrooms, and the semi-structured interviews with individuals and with focal groups involving a total of 89 adolescents. The results show that these students, albeit they are neither at the beginning or end of the educational process, contribute significantly to the conflicts and they present a highly critical perception of their adult educators from whom they expect references, guidance and examples. However, the educators aggravate the situation with aggressive attitudes and behavior based on a reference framework of the ???Bank Account??? type ??? education centered on the teacher???s monologue, study contents and treating the students as things. The school has become a fortress supposedly armed to protect itself against violent students in a relationship that has lead to a generalized feeling of distress among all concerned. The relationship is based on stereotypes, attributing blame and reciprocal victimization, in addition to frustrated mutual expectations. Some teacher educators have broken with the paradigm and are respecting their students, treating them as people and in turn are being respected. The process of educating teachers, given the wide gulf separating theory and practice, generates unrealistic expectations which end by failing to develop socialization abilities or comprehension of adolescence and the role of the adult and it also fails to offer strategies for conflict solving or for teaching and learning how to live together. The school paradigm and the teacher education paradigm must be changed in order to address the new times and new realities. / Como os professores contribuem involuntariamente para agravar os conflitos escolares? Quais as implica????es para a sua forma????o? A indisciplina e as viol??ncias nas escolas s??o processos complexos e multicausais, para os quais alunos, docentes e gestores contribuem de diferentes modos. Esta pesquisa focalizou as vis??es de adolescentes sobre seus professores e como poderiam contribuir para o aprendizado da conviv??ncia social, exercendo direitos e deveres. O objetivo geral foi identificar como os alunos viam as a????es dos seus professores, ao lidarem com a indisciplina e as viol??ncias escolares, para extrair recomenda????es sobre a forma????o docente. Considerando que, segundo a literatura, as viol??ncias escolares tendem a alcan??ar mais altos n??veis entre os adolescentes e que suas pr??prias transforma????es biopsicossociais constituem em si uma viol??ncia, incluindo o luto da inf??ncia, selecionou-se uma escola localizada em regi??o administrativa perif??rica do Distrito Federal. Com hist??rico de viol??ncias e localizada em ??rea socialmente vulner??vel, focalizaram-se os alunos dos anos finais do ensino fundamental, nos per??odos matutino e vespertino. O estudo de caso envolveu a triangula????o da an??lise documental; da observa????o, sobretudo de salas de aula, e de entrevistas individuais semiestruturadas e grupos focais com o total de 89 adolescentes. Os resultados evidenciam que os alunos, n??o sendo o ponto de partida nem de chegada das finalidades educativas, contribuem significativamente para os conflitos e apresentam vis??o cr??tica dos adultos educadores, de quem esperam refer??ncias, orienta????o e exemplos. Todavia, os educadores agravam este quadro, com atitudes e comportamentos agressivos, no quadro da ???pedagogia banc??ria???, centrada no mon??logo, nos conte??dos e na coisifica????o dos discentes. A escola se tornou uma fortaleza, supostamente armada para prevenir-se contra alunos violentos, numa rela????o de mal-estar para todos. O relacionamento se baseia em estere??tipos, culpabiliza????o e vitima????o rec??procos, al??m de expectativas m??tuas frustradas. Alguns docentes, tendo como caracter??stica comum atuarem como formadores de professores, rompiam o paradigma, respeitando os alunos, tratando-os como pessoas, e sendo respeitados. O preparo docente, com o afastamento entre teorias e pr??ticas, gera expectativas irrealistas, que pouco desenvolvem as capacidades de relacionamento social, compreens??o da adolesc??ncia e do papel de adulto, bem como estrat??gias para resolu????o de conflitos, de modo a ensinar e aprender a conviver. A mudan??a de paradigma da escola ?? necess??ria, como a da forma????o de educadores, para atender a novos tempos e realidades.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-24T10:48:38Z No. of bitstreams: 1 AnaPaulaBuzettoBonneau_TESE.pdf: 1386684 bytes, checksum: d106d2a9e28e39af04b9dc91e1e77b3d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-25T14:43:07Z (GMT) No. of bitstreams: 1 AnaPaulaBuzettoBonneau_TESE.pdf: 1386684 bytes, checksum: d106d2a9e28e39af04b9dc91e1e77b3d (MD5) / Made available in DSpace on 2018-01-25T14:43:07Z (GMT). No. of bitstreams: 1 AnaPaulaBuzettoBonneau_TESE.pdf: 1386684 bytes, checksum: d106d2a9e28e39af04b9dc91e1e77b3d (MD5) Previous issue date: 2017-03-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Esta tese examina a percep??o da viol?ncia entre os professores, concentrando a an?lise na sensibilidade docente e sua rela??o com as t?cnicas e conte?dos audiovisuais. A quest?o da viol?ncia ? tratada na perspectiva da (in)toler?ncia, sistematizada partindo de sua matriz hist?rica. O entendimento na no??o de viol?ncia ? compreendida em tr?s frentes de an?lises: a primeira, pela percep??o dos sujeitos envolvidos em situa??es de conflito, seja ativamente ou passivamente; a segunda, um exame conceitual das no??es de toler?ncia e viol?ncia, tanto na sua rela??o com a pol?tica, quanto a sua concep??o simb?lica A terceira, uma an?lise da percep??o dos sujeitos envolvidos em situa??es de conflito, seja ativamente ou passivamente, deu-se atrav?s de uma investiga??o da sensibilidade, da reflex?o sobre a educa??o audiovisual e a aplica??o de um question?rio entre os professores. O question?rio possibilitou estabelecer uma medida do grau de percep??o dos docentes em rela??o ? viol?ncia na institui??o escolar, bem como perceber o quanto a for?a formadora da sensibilidade por meio dos recursos audiovisuais ainda ? subjugada entre os muros da escola. / This thesis examines the perception of the violence for the teachers, to concentrate this analysis on the teacher and their sensibility, thus the report with the technical and audiovisual contents. The violence?s question is treated in the perspective of the (in) tolerance, systematized from its historic matrix. For includes the concept of violence is heard in three domains of analysis and reflection. At first, the perception of those who are involved in the conflicts, being actively or passively. For the second, we make a conceptual examination of the notion about the tolerance, how to the violence, however, in its report with the politics, also for the symbolic dimension. For the third idea, this text promotes the analysis of the perception of those who are involved in the conflicts, one actively or passively, by making an investigation concerning the sensibility, the reflection on the education of the broadcasting and the application of a questionnaire with the teachers. The questionnaire allowed to establish a measure of the perception of the teachers with regard to the violence in schools and to perceive how is the sensibility of the formative strings by means of audiovisual resources is always enthralled between the walls of the school.

Made available in DSpace on 2016-04-04T18:28:23Z (GMT). No. of bitstreams: 1 Jacqueline Meireles.pdf: 5726146 bytes, checksum: a31c4126c0f51b498fde0d6bd9ba686d (MD5) Previous issue date: 2015-12-09 / Pontif?cia Universidade Cat?lica de Campinas / The present work comes from the need to understand school violence from the perspective of students, as the result of an experience of developing a school violence prevention project within a public school (Project ECOAR - space of living, action and reflection). Considering the theoretical contributions of the Social Liberation Psychology, we conceive violence in the psychosocial perspective, which analyses violence as it emerges and get shaped in everyday relationships. We aim to understand which types of violence are lived by the students, as well the sense of violence to them, in order to raise some guidelines for dealing with this issue. Field diaries written by the staff of Project ECOAR over two years of intervention in school and photographs of posters made by the students with the theme "what is violence?" were used as source of information. With the analysis of these sources we could identify the instrumental value assigned to violence by the students, the naturalization of physical and verbal abuse and the disbelief in the way school deals with these issues. Thus, we draw a plan of school violence prevention based on five strategies: expanding the concept of violence through trainings of all scholar actors; creating activities of comprehensive development, focusing on sports and arts potential; creating spaces of democratic participation in school; developing actions that weaken the utility of violence, and finally, monitoring the development of students by school psychologists. We sustain, by the end, that this school violence prevention plan is only possible if Psychology integrates the school?s technical team. / Este trabalho parte da necessidade de compreender a viol?ncia escolar a partir da perspectiva dos estudantes, decorrente da experi?ncia de desenvolvimento de um projeto de enfrentamento ? viol?ncia no ?mbito de uma escola p?blica (Projeto ECOAR - Espa?o de Conviv?ncia, A??o e Reflex?o). Partindo das contribui??es te?ricas da Psicologia Social da Liberta??o, concebemos a viol?ncia na perspectiva psicossocial, que a analisa enquanto surge e se configura nas rela??es cotidianas. Buscamos compreender os tipos de viol?ncia vivenciados pelos estudantes, e quais os sentidos que eles lhe atribuem, visando o levantamento de diretrizes para o enfrentamento a esta quest?o. Foram utilizados os di?rios de campo escritos pela equipe do ECOAR ao longo de dois anos de sua interven??o na escola, bem como as fotografias de cartazes com o tema "o que ? viol?ncia?" produzidos pelos estudantes. A an?lise destas fontes de informa??o permitiu identificar o valor instrumental atribu?do ? viol?ncia pelos estudantes, a naturaliza??o das agress?es f?sicas e verbais e a descren?a na forma como a escola encaminha estas quest?es. Assim, tra?amos um plano de enfrentamento ? viol?ncia, pautado em cinco estrat?gias: a amplia??o do conceito de viol?ncia atrav?s de forma??es com todos os atores escolares; a cria??o de espa?os de desenvolvimento integral, com foco no potencial dos esportes e das artes; a cria??o de espa?os de participa??o democr?tica na escola; o desenvolvimento de a??es que enfraque?am a utilidade da viol?ncia, e por fim, o acompanhamento do desenvolvimento dos estudantes pelos psic?logos escolares. Defendemos por fim, que este plano de enfrentamento ? viol?ncia s? ? poss?vel se a Psicologia estiver presente como parte da equipe t?cnica da escola.