The research seeks to suggest the use of negotiations as a managerial task of the school principal with learners to eliminate or at least limit unrest practices like violence, intimidation of learners by principals and intimidation of principals by learners, suspicions, vandalism, strike actions and class boycotts which destroy and negate the culture of learning and teaching services. All these destructive practices, lead to poor production of matric results in schools in South Africa in general and in the North West Province in particular. The purpose of this study therefore was to determine by means of a review of literature and an empirical investigation, the nature of negotiations in schools and the skills needed by practising principals in the discharge of their management tasks. The empirical study was also aimed at determining the most important and the least important of the negotiation skills. Chapter 1 deals with the statement of the problem, aims of the research and the methods employed in achieving the purpose of the study. This includes a discussion of the population and sample used for the empirical research and an outline of the chapters. The second Chapter highlights on the nature of negotiation in general and in schools in particular. Explanation of the concept negotiation was given and terms closely related to negotiation were defined and all shown to be different from negotiation. Models of negotiation were identified, causes for negotiation were mentioned, effects of negotiation on school performance were discussed a:; well as approaches and attitudes to the use of negotiation in schools. In Chapter 3, the focus was on the context of negotiation and skills needed in successful negotiation in schools. The negotiation climate, elements of negotiation and legal aspects or basis of negotiation were discussed under the context of negotiation. Listening, timing, empathy, trust, questions, needs, patience, politeness, as well as other skills like stamina, tolerance, confidence were discussed as negotiation skills. Negotiation style and strategies were treated under skills needed in successful negotiation. The empirical research design, administrative procedures, population and the systematic sampling as well as statistical techniques were discussed in Chapter 4. The duly completed questionnaires returned by principals as respondents were empirically analysed and interpreted in this chapter. The last chapter, Chapter 5, throws light on the summary of all the chapters, research findings and recommendations based on the research findings derived from the previous chapters as well as a final remark. It was found that all the respondents recognize that listening is essential to any relationship and therefore listening was the most important negotiation skill practised by principals. Again, it was revealed from the empirical study that most principals do not succeed in building trust with learners by making wild promises. Principals therefore seldomly make wild promises to learners as a negotiation skill. Finally based on the research, a negotiation skill training programme for principals was recommended for future research. / Thesis (MEd)--PU for CHE, 1999

Notre recherche explore les pratiques éducatives, dans la gestion des situations de conflit, de violence et d’incivilité entre les élèves, dans la perspective de comprendre leur impact sur le développement social de l’individu. Nous supposons que ces pratiques relèvent d’une pédagogie de la non-violence et agissent en limitant toute forme d’interaction physique entre les élèves, qu’elle soit une interaction ludique ou une agression intentionnelle. Cette étude, menée dans trois écoles primaires au Val d'Aoste, associe une méthodologie à la fois quantitative et qualitative : des questionnaires (472 familles) ; des entretiens d'explicitation (Vermersch, 2006) et collectifs (49 enseignantes) ; des observations en milieu scolaire (24 enseignantes ; 194 élèves). Nos résultats portent, premièrement, sur la modélisation de ces pratiques éducatives, qui sont confrontées à la multi-dimensionnalité des manifestations agressives et à l’implication de la subjectivité des enseignantes dans leur appréciation.Deuxièmement, ils montrent un agir éducatif distinct des interactions soit verbales – gérée surtout par une médiation dialogique -, soit physiques – engageant des stratégies plus directives. C’est ainsi que la régulation des jeux de lutte relève de cette attention à la sécurité des élèves et d’une volonté à pacifier les relations humaines.Nos résultats interpellent la formation des enseignants et ouvrent des perspectives de recherche.Dans ce cadre, la gestion des manifestations agressives à l’école est une question socialement vive (Legardez et Simonneaux, 2006), car elle interpelle la société, les savoirs de référence et les savoirs scolaires. / Our research explores educational practices, in the management of conflict, violence and incivility situations among pupils, in order to understand their impact on the social development of the individual. We assume that these practices arise from pedagogy of non-violence and act by limiting any form of physical interaction between students, whether it is a playful interaction or an intentional assault.This study, carried out in three primary schools in Aosta Valley, combines a quantitative and qualitative methodology : questionnaires (472 families); explicitation (Vermersch, 2006) and collective interviews (49 teachers) ; observations in schools (24 teachers, 194 pupils).First, our results focus on the modeling of these educational practices, confronted to the multi-dimensionality and variety of aggressive manifestations and to the involvement of the teacher subjectivity in their appreciation. Secondly, they show a distinctive educational action according to whether the interaction is verbal - managed mainly by dialogical mediation - or physical - engaging more directive strategies. It is in this way that the regulation of fighting games shows this attention to the safety of pupils and a pacify human relations intent. Our reflection question teachers' training and suggest prospects for future research. In this context, the management of social interactions in schools is a socially vivid question (Legardez and Simonneaux, 2006), because it raises in society, in reference knowledge and in school knowledge.

Made available in DSpace on 2016-04-27T16:33:00Z (GMT). No. of bitstreams: 1 Tania Marsiglia.pdf: 1366605 bytes, checksum: 1eaa1637167f516089fae24f2c86eb10 (MD5) Previous issue date: 2015-02-25 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The focus of this study is to identify how violence in schools has been studied scientifically and how the studies have reported their results as they relate to violence within school walls. The objective is to see if violence is tolerated and if so, whether or not this tolerance has been a point of focus for researchers. To achieve this goal, this study is divided into two parts. The first part presents a survey of 441 works found in the thesis database of CAPES, using the abstracts to identify education institutions and the respective programs in which the studies were produced, the related areas of knowledge, the level of post-graduate study, and the lead researcher. In the second part, 35 studies about violence were selected at random from the former group. A detailed reading of these works permitted a characterization of how the theoretical references were used as well as how concepts are applied to violence as well as to the tolerance of violence. In the effort to place violence in a modern context, this study was based on the work of authors such as Kant (1989), Marx (1988), Arendt (2004), Locke (1973), Voltaire (1993), Wolff (1970) and Moore Jr. (1970). With respect to the proposed analysis, the basis for the conceptual discussion was the Critical Theory of Society, in particular the studies of Adorno (1995; 1996), Horkheimer & Adorno (1985) and Marcuse (1970). Marcuse (1970) contributed with the concept of passive tolerance in which the individual reacts to violence with apathy and indifference. The results showed that 26 of these analyses relate violence to social passiveness, and eight studies develop a more profound debate on the subject / Esta pesquisa visa a identificar como a violência na escola tem sido estudada cientificamente e como tais estudos têm reportado suas análises com relação à violência intramuros. O objetivo é compreender se a violência na escola tem sido tolerada e se tal tolerância tem sido alvo de preocupação dos pesquisadores. Para tal feito, este estudo se subdivide em dois momentos: no primeiro, são analisadas, de forma mais geral, as 441 produções encontradas no Banco de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), por meio de seus resumos, procurando identificar as instituições de ensino e os programas em que foram produzidas, as áreas de conhecimento relacionadas, o nível de Pós-graduação e a distribuição das produções por orientador. No segundo momento, são analisadas 35 pesquisas sobre a violência na escola, selecionadas do levantamento anterior, por meio de sorteio, nas quais a leitura integral dos textos possibilitou caracterizar o uso de seus referenciais teóricos e análises conceituais sobre a violência e a tolerância à violência. Procurando situar a violência no contexto da Idade Moderna, procurou-se apoio em autores como Kant (1989), Marx (1988), Arendt (2004), Locke (1973), Voltaire (1993), Wolff (1970) e Moore Jr. (1970). No que concerne à análise pretendida, a Teoria Crítica da Sociedade, em particular os trabalhos de Adorno (1995; 1996), Horkheimer e Adorno (1985) e Marcuse (1970) foram as referências teóricas que nortearam a pesquisa, fornecendo suporte para a discussão conceitual. Marcuse (1970) contribuiu com o conceito de tolerância passiva, pelo qual o indivíduo assiste à violência ao seu redor de forma apática e indiferente. Os resultados das análises mostraram que 26 pesquisas relacionaram a violência à passividade social, sendo que em oito estudos essa questão foi debatida com profundidade

Made available in DSpace on 2014-12-17T15:38:45Z (GMT). No. of bitstreams: 1 SamiaDCJ.pdf: 553074 bytes, checksum: 9aa67428be4476719271a935401f4f28 (MD5) Previous issue date: 2009-07-10 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The school bullying involves all aggressive, intentional, repetitive attitudes, occurring without apparent motivation, adopted by one or more students against another (s) causing pain and anguish, and implemented within an unequal relationship of power, making possible the intimidation of the victim. Its expressions involve defamatory rumors, discrimination, theft or damage to property, harassment, threats, beatings, isolation, exclusion of a person or group, intimidation, intolerance and disrespect. In this study, we sought to identify the design educators have about the bullying, and are known by what means are aware of the problem, is involved when identifying cases of bullying and how to give this speech. This study used for data collection a questionnaire applied to 107 educators from 14 private schools in Natal / RN, who received statistical treatment in the program SPSS and the results analyzed in the light outside of a social and historical reference. Among the results, we found that 83% of the interviewed educators has at least heard about bullying, and the information about the problem are mainly the media, like television, newspapers and magazines. The educators said that the surname and physical attacks are more frequent outbreaks of violence among students and also the most common complaints when they look for help. The necessity for intervention when it identifies a case of bullying is present in 97.03% of respondents and 73.27% of educators are also called by students or school officials to remedy the situations of bullying among students. On the forms of intervention employed, the most common is the conversation and warning the students involved. It is suggested that the intensification of studies related to the subject and the development of actions and programs antibullying involving the school community (educators, parents, students, employees), in partnership with social segments like Tutelar Council and others related to the protection of children and adolescent / O bullying escolar envolve todas as atitudes agressivas, intencionais e repetitivas que acontecem sem motiva??o evidente, adotadas por um ou mais estudantes contra outro (s) causando dor e ang?stia, e executadas dentro de uma rela??o desigual de poder, tornando poss?vel a intimida??o da v?tima. Suas manifesta??es envolvem boatos difamat?rios, apelidos, discrimina??o, furto ou danifica??o de pertences, persegui??es, amea?as, agress?es f?sicas, isolamento, exclus?o de uma pessoa ou grupo, intimida??o, intoler?ncia e desrespeito. Neste estudo, buscou-se identificar a concep??o que os educadores t?m sobre o bullying, se conhecem e atrav?s de quais meios tomaram conhecimento do problema, se interv?m quando identificam casos de bullying e como se d? tal interven??o. Foi utilizado para coleta dos dados um question?rio, aplicado a 107 educadores de 14 escolas particulares de Natal/RN. Os dados receberam tratamento estat?stico no programa SPSS e seus resultados foram analisados ? luz de um referencial social e hist?rico. Entre os resultados, encontrou-se que 83% dos educadores entrevistados j? ouviram ao menos falar em bullying, sendo que as informa??es sobre o problema v?m principalmente dos meios de comunica??o, como televis?o, jornais e revistas. Os educadores afirmaram que os apelidos, xingamentos e agress?es f?sicas s?o as manifesta??es de viol?ncia mais freq?entes entre os alunos e tamb?m as queixas mais comuns quando estes procuram por ajuda. A necessidade de interven??o quando se identifica um caso de bullying foi relatada por 97,03% dos entrevistados, sendo que 73,27% dos educadores j? foram inclusive chamados por alunos ou funcion?rios da escola para remediarem as situa??es de bullying entre alunos. Sobre as formas de interven??o empregadas, a mais comum foi a conversa e advert?ncia aos alunos envolvidos. Sugere-se a intensifica??o de estudos relacionados ao assunto e o desenvolvimento de a??es e programas antibullying que envolvam a comunidade escolar (educadores, pais, alunos, funcion?rios), em parceria com segmentos sociais: Conselho Tutelar e demais ?rg?os ligados ? prote??o da crian?a e do adolescente

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jeannette E. Fleischner. Includes bibliographical references (leaves 173-181).

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-28T13:29:14Z No. of bitstreams: 1 DissACGV.pdf: 1500222 bytes, checksum: 55db6b93c3a67132137a4d8c93ca980b (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T14:51:48Z (GMT) No. of bitstreams: 1 DissACGV.pdf: 1500222 bytes, checksum: 55db6b93c3a67132137a4d8c93ca980b (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T14:51:56Z (GMT) No. of bitstreams: 1 DissACGV.pdf: 1500222 bytes, checksum: 55db6b93c3a67132137a4d8c93ca980b (MD5) / Made available in DSpace on 2016-10-10T14:52:04Z (GMT). No. of bitstreams: 1 DissACGV.pdf: 1500222 bytes, checksum: 55db6b93c3a67132137a4d8c93ca980b (MD5) Previous issue date: 2016-02-19 / Não recebi financiamento / This research aimed at analyzing the teachers‟ discourses from a state school at the interior of São Paulo State as their understandings about conflict, indiscipline and / or violence inside the school and investigate if these conceptions are reflected in their practices, when dealing with the occurrences of these events in their space. It is characterized for being a qualitative study, using two methodological instruments: a documental analysis, a survey of cases of indiscipline and violence through occurrences‟ folder; and two focus groups: one with the management staff of the school (the School‟s Mediator, the Coordinators of Elementary School I, II and High School, and the Coordinator of Support to the Management staff); and the other, with their teachers.The results were analyzed from the perspective of French Analysis of the Discourse, which allowed us to understand the speech of those educators as follows: their understandings were not the same, there were several contradictions with strong prospects for relations of power. The cases of violence officially registered in the researched school were or sporadic, or were being veiled by educators. Mainly for the management team indiscipline is related to the students‟ learning, and for teachers, by the other hand, the disrespect that occurs between students ends up generating violence in school spaces; There was no standardization for actions taken as indiscipline and / or violent at school, the individual perception of who registered determined the situation and decision-making of theses educators. It was possible to check that students were hardly heard, or had few real opportunities for participation and dialogue. It was only up to managers the deciding of what would be done ahead in the instances of conflict or violence, in order that the matter be solved within by the direction and school coordination. We conclude that, at the school studied, there was a speech of appreciation of the dialogue as a solution tool for cases of conflict, indiscipline and violence, but behind this design, the various power relations that develop within the school environment are still implicit and rooted both with respect to students and teachers, and between these teachers and management. / Esta investigação teve como objetivos analisar o discurso de educadores de uma escola estadual do interior de São Paulo quanto as suas compreensões a respeito de conflito, indisciplina e/ou violência na escola e investigar se essas concepções se refletem em suas práticas quando lidam com as ocorrências desses eventos em seu espaço. Caracteriza-se por ser uma pesquisa qualitativa, com utilização de dois instrumentos metodológicos: análise documental, com levantamento de casos de indisciplina e violência por meio dos Livros de Ocorrências Escolares (LOE) e da Pasta de Ocorrências; e dois grupos focais: um com a equipe gestora da escola (Professor Mediador Escolar e Comunitário – PMEC, Professores Coordenadores do Ensino Fundamental I, II e Ensino Médio, Professor Coordenador de Apoio a Gestão - PCAG); e o outro, com seus docentes. Toda a parte empírica foi realizada em uma escola pública estadual de Ensino Fundamental e Médio, do interior de São Paulo. Os resultados foram analisados sob a ótica da Análise do Discurso francesa, que nos permitiu compreender alguns aspectos intrínsecos ao discurso desses educadores. O primeiro deles foi de que as concepções da equipe gestora e dos professores não eram as mesmas, sendo que várias foram as contradições, com perspectivas fortes de relações de poder. Os casos de violência oficialmente registrados na escola pesquisada ou eram esporádicos, ou estavam sendo velados pelos educadores. Principalmente para a equipe gestora a indisciplina está relacionada com a dificuldade de aprendizagem dos alunos, sendo que para os professores, o desrespeito que ocorre entre alunos acaba gerando a violência nos espaços escolares. Não havia uma padronização para as atitudes tidas como indisciplinares e/ou violentas na escola, a percepção individual de quem registrava era que determinava a situação e a tomada de decisão. Várias foram as evidências de que os estudantes eram pouco ouvidos, ou tinham poucos espaços reais de participação e diálogo, sendo que cabia somente aos gestores decidirem o que seria feito frente as ocorrências de conflitos ou violência, com o intuito de que o assunto fosse resolvido dentro das instâncias da direção e coordenação da escola. Concluímos que, na escola existia o discurso da valorização do diálogo como instrumento de solução para os casos de conflito, indisciplina e violência, porém, por detrás desta concepção, ainda estão implícitas e enraizadas as várias relações de poder que se desenvolvem dentro do espaço escolar, tanto com relação aos alunos e professores, como entre esses docentes e a gestão.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-11-12T16:48:07Z No. of bitstreams: 2 Dissertação - Orozimbo Cordeiro Junior - 2015.pdf: 2928409 bytes, checksum: ef0c12b66581f046615608a09e1cd539 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-11-13T10:31:17Z (GMT) No. of bitstreams: 2 Dissertação - Orozimbo Cordeiro Junior - 2015.pdf: 2928409 bytes, checksum: ef0c12b66581f046615608a09e1cd539 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-11-13T10:31:17Z (GMT). No. of bitstreams: 2 Dissertação - Orozimbo Cordeiro Junior - 2015.pdf: 2928409 bytes, checksum: ef0c12b66581f046615608a09e1cd539 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-05-29 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This dissertation links to the research line “Theoretical-methodological conceptions and teaching practices” of the Professional Master Program in Teaching in Basic Education of the Center of Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG). By means of the pedagogical practice by the teaching of judo, can one develop practices to diagnose, prevent and reduce violence among students? This question instigated us to make the research, having the teaching of judo as mediator object and element between conflicted relations among students. The general goal of the research was to realize an investigation into the pedagogical possibilities which the teaching of judo has to diagnose, prevent and reduce the physical violence among students. In specific goals we tried to: (a) investigate physical violence situations in the school context, in order to understand how this dynamics settles in interpersonal relationships among students, and check the perception and reaction of the teachers and staff in regard to the assaults practiced by students; (b) use judo teaching in class, adapting the constitutive elements of martial arts from an educational and preventive point of view, in order to hinder aggression among peers; (c) evaluate the use of pedagogical practice of the teaching of judo to adjust interpersonal relationships among students; (d) develop teaching material that may benefit other teachers to understand the meaning and the significance that judo practice may reach in the educational process. The main hypothesis is that, by means of judo practice, it may be possible to develop preventive action, reducing physical violence among school children. The theoretical-methodological framework used in this research was based upon the method of the Historical-Dialectical Materialism, which stands by a view of the world, as well as of the human being, that overrules the naturalization of physical violence. It understands this phenomenum as a manifestation of conflict among varying economic interests within class structure, and in interpersonal relationships. This paper follows a qualitative-quantitative logics, according to Santos Filho and Gamboa (2001). It uses critical-action research, based upon the studies of Tripp (2005), in a socio-historical perspective, on the grounds of the work of Marx ang Engels (1998), Vygotsky (1998), Saviani (2008, 20120), and Collective Authorship (2009). The research was carried out in CEPAE, in two seventh-grade groups. Judo classes video recordings and pictures, as well as a questionnaire to identify physical violence among students, and interviews with teachers and staff, recorded in audio, were employed as tools to investigate the presented reality. It was possible to measure through the graphics, the data about the physical violence by understanding of the students, teachers and school staff, aiming to link this data to publications about the theme. We develop a teaching material as synthesis of our work. At the end of work we consider the use of judo as purposeful discipline to develop reducers and preventive teaching works against the physical violence among students. / Esta dissertação vincula-se à linha de pesquisa Concepções Teórico-Metodológicas e Práticas Docentes do Programa de Mestrado Profissional em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicado à Educação da Universidade Federal de Goiás. Por meio da prática pedagógica com ensino do judô podemos desenvolver práticas de diagnóstico, prevenção e minimização da violência entre os alunos? Essa pergunta nos instigou para a realização da pesquisa, tendo como objeto e elemento mediador, o ensino do judô nas relações conflituosas entre os alunos. O objetivo geral da pesquisa foi o de realizar um trabalho investigativo sobre as possibilidades pedagógicas que o ensino do judô possui em ações de diagnóstico, prevenção e minimização da violência física praticada entre alunos. Nos objetivos específicos nos propomos a: diagnosticar as situações de violência física no contexto escolar para compreender como se realiza essa dinâmica nas relações interpessoais entre os alunos, verificar a percepção e atuação do corpo docente e funcionários em relação à esse fenômeno; ministrar aulas com o ensino do judô, adequando seus elementos constitutivos em uma perspectiva educacional e preventiva à violência física entre colegas; avaliar a utilização da prática pedagógica com o ensino do judô na melhoria das relações interpessoais entre os alunos; elaborar um material didático que auxilie outros professores a apreenderem o judô enquanto um conteúdo na práxis educativa. A hipótese inicial é que, por meio do judô, seja possível desenvolver ações preventivas e minimizadoras da violência física. Os pressupostos teóricos- metodológicos adotados na pesquisa se fundamentam no Materialismo Histórico- Dialético, que defende uma concepção de mundo e de homem que nega a naturalização da violência física, entendendo que esse fenômeno se manifesta na medida em que há conflito entre os diferentes interesses econômicos de classes sociais e nas relações interpessoais. Essa dissertação segue uma lógica quali-quantitativa, conforme Santos Filho e Gamboa (2001), e utiliza a pesquisa-ação-crítica apoiada nos estudos de Tripp (2005), em uma perspectiva sócio-histórica, com base nas obras de Marx e Engels (1998), Vygotsky (1998), Saviani (2008, 2012) e Coletivo de Autores (2009). A pesquisa foi realizada no CEPAE, em duas turmas do 7º ano do ensino fundamental. Utilizaram-se, como instrumentos para a apreensão dessa realidade, o registro em vídeos e fotografias das aulas de judô realizadas com o grupo, o questionário identificador das violências físicas para os alunos, entrevistas em áudio com professores e funcionários. Foi possível mensurar através de gráficos os dados com relação à violência física na percepção de alunos, professores e técnicos-administrativos, procurando relacionar esses dados com a literatura sobre o tema. Elaboramos uma apostila como síntese do nosso trabalho. Ao final do trabalho avaliamos como propositivo o uso do judô como um conteúdo viável na elaboração de processos preventivos e minimizadores da violência física entre os alunos.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-08-22T18:55:11Z No. of bitstreams: 1 jaquelineangelicaguiducci.pdf: 1262617 bytes, checksum: e5cbd64bcd482c4bc65ea5ba0beb9b1b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-08-28T13:12:19Z (GMT) No. of bitstreams: 1 jaquelineangelicaguiducci.pdf: 1262617 bytes, checksum: e5cbd64bcd482c4bc65ea5ba0beb9b1b (MD5) / Made available in DSpace on 2018-08-28T13:12:19Z (GMT). No. of bitstreams: 1 jaquelineangelicaguiducci.pdf: 1262617 bytes, checksum: e5cbd64bcd482c4bc65ea5ba0beb9b1b (MD5) Previous issue date: 2018-01-26 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discutiu o problema da violência nas escolas da Superintendência Regional de Ensino de Ubá e acompanhou a implantação do projeto Rede de Apoio à Cultura de Paz no Ambiente Escolar nesta Superintendência. O projeto estudado visa auxiliar na mediação de conflitos e propagar um ambiente de paz nas escolas desta circunscrição. O objetivo deste trabalho é acompanhar as capacitações da Rede de Apoio à Cultura de paz no Ambiente Escolar, de forma a identificar obstáculos e entraves, além de observar e conhecer a percepção dos envolvidos acerca das mesmas. Os objetivos específicos definidos para este estudo foram descrever o projeto, analisar as capacitações e os resultados alcançados por elas até o momento e por fim, propor estratégias para contornar os problemas ocorridos de forma a maximizar os resultados alcançados e ampliar a Rede de Paz para as demais escolas da circunscrição. A presente pesquisa buscou responder ao seguinte problema: Qual a percepção dos envolvidos nas Capacitações para para Convivência Democrática e Formação de uma Cultura de paz nas Escolas, sua efetividade na mediação de conflitos e na propagação de um ambiente de paz nas escolas estaduais da circunscrição da Superintendência Regional de Ensino de Ubá? Para tanto, foi utilizada como metodologia a pesquisa qualitativa, de cunho descritivo e teve como instrumentos entrevistas, questionários e pesquisa de campo. Concluiu-se com este trabalho que a maioria dos atores convidados a participar das capacitações recebeu bem o projeto e atuou efetivamente para sua aplicação prática. A maioria também acredita em sua efetividade como ferramenta de auxílio na mediação de conflitos e propagação de uma cultura de paz. O PAE apresentado visa a melhoria do projeto e sua ampliação para as demais escolas da circunscrição. / This dissertation was developed with in the scope of the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The management case studied discussed the problem of violence in schools of the Regional Superintendence of Teaching of Ubá and followed the implementation of the project Network of Support to the Culture of Peace in the School Environment in this Superintendency. The project studied aims to help in the mediation of conflicts and to propagate an atmosphere of peace in the schools of this district. The objective of this work is to follow the capacities of the Network of Support to the Culture of Peace in the School Environment, in order to identify obstacles and obstacles, besides observing and knowing the perception of those involved about them. The specific objectives defined for this study were to describe the project, analyze the capacities and results achieved by them so far and, finally, propose strategies to overcome the problems that have occurred in order to maximize the results achieved and expand the Peace Network for the other schools of the circumscription. The present research sought to answer the following problem: What is the perception of those involved in the Capacities for Democratic Coexistence and Formation of a Culture of Peace in Schools, its effectiveness in mediating conflicts and the propagation of a peaceful environment in the state schools of the Regional Superintendency of Education of Ubá? For that, the qualitative research was used as a methodology, with a descriptive character and had instruments such as interviews, questionnaires and field research. It was concluded with this work that most of the actors invited to participate in the training received the project well and worked effectively for its practical application. Most also believe in its effectiveness as a tool to aid in the mediation of conflicts and the propagation of a culture of peace. The PAE presented aims to improve the project and its expansion to the other schools in the district.

No description available.

O presente trabalho desenvolve uma reflexão sobre as violências presentes no contexto escolar. A violência é compreendida como uma manifestação histórica e social, de múltiplas e complexas faces, que interage com o ambiente cultural da escola. Trata-se de uma pesquisa teórica, desenvolvida a partir de um estudo documental sobre violência escolar e de um estudo de caso em escolas públicas localizadas no município de São Paulo. Um dos objetivos deste trabalho foi identificar as faces da violência no contexto escolar, apresentando uma síntese da leitura de mundo sobre o tema a partir de pesquisas realizadas após os anos 90. A tese teve ainda por objetivo caracterizar o tema da violência nas obras elaboradas por Paulo Freire, de modo a explicitar as dimensões tomadas pelo autor para denunciá-la e apontar possibilidades de construção de um outro mundo possível. Os levantamentos realizados para revisão da literatura sobre violência escolar buscaram consultar resultados de pesquisa apresentados sob a forma de artigos e livros. Entre os procedimentos metodológicos e técnico-operacionais adotados para a construção teórica e o estudo documental estão estudo temático e análise textual. Percebeu-se que a violência escolar deve ser considerada em dois planos. Por um lado, considera-se a dimensão material e objetiva, por meio das perdas materiais e diferentes agressões físicas. Na dimensão simbólica consideraram-se a sutil imposição de significações alheias à comunidade com destaque para a rejeição ao diferente e a crescente insegurança, medo e receio diante das relações interpessoais. A indicação de Paulo Freire é a de que a reação dos oprimidos poderá confrontar a consciência necrófila presente nos gestos e nas ações violentas. Os oprimidos, assumindo a vocação do ser mais, a vocação de valorização da vida, acima dos desejos e interesses mesquinhos e individualistas, assumindo como instrumento de luta a amorosidade, poderão constituir outra civilização, mais humana, com menos opressão e menos injustiça. As violências escolares, tomadas como objeto de investigação e reflexão, relacionadas às considerações desenvolvidas por Paulo Freire permitem compreender que é possível um enfrentamento histórico, no âmbito social e escolar. O trabalho aponta para a escola pública e popular, fundamentada em de concepções e práticas críticas e progressistas de educação, que deve constituir-se (historicamente) como espaço de conscientização, luta e enfrentamento das várias manifestações de violência que afligem e atingem seus sujeitos. Um dos caminhos férteis é o diálogo, a educação dialógica e libertadora. / Some reflections are presented in this work trying to account for various kinds of violence observed to exist in the school context. Violence is here understood as a social and historical manifestation of a multiplicity of complex dimensions and factors, which interact with the cultural environment of the school. We are dealing here with a theoretical investigation primarily based on a documentary study of school violence and, additionally, in a study of municipal public schools in São Paulo. One of the main objectives with this study was to identify the various dimensions of violence in the school context. This was done by presenting a synthesis of available readings of the world (\"leitura do mundo\") concerning this topic, based on the analysis of various studies carried out after the 1990s. Moreover, another aim with this thesis was to characterize violence as a theme addressed by Paulo Freire in various of his works. Whereby he made explicitly identified some dimensions of violence both to denounce them as well as to point towards alternative possibilities to construct another possible world. In the review of the literature dealing with school violence, we gave priority to research results found in books and scientific articles. Thematic study and text analysis were included among the various methodological and social research techniques used in this work to support our theoretical constructs and also as guidelines for our documentary work. The concluded that school violence must be considered in two distinct planes. On the one hand, with reference to the material and objective losses and different kinds of physical aggresions. On the other hand, taking into account the symbolic dimension, one refers to the subtle imposition of inappropiate meanings attached to the violent acts in the community, with a particular emphasis on the rejection of \"otherness\", and a growing sense of insecurity, fear and distrust in the realm of interpersonal relations. Paulo Freire\'s prescription for overcoming this kind of violence lies, in the response potential of the oppressed to confront the necrophilic conscience inherent in violent gestures and actions. The oppressed, by assuming their vocation to be human, to value life, to raise over and above mean and individualistic values and interests. By assuming love as their preferred instrument of their struggle, they will be able to construct another civilization, more human, less oppresive and more just. Taking into account the reflections of Paulo Freire on the matter of school violence, here approached as a subject for investigation and reflection, lead us to understand that it is possible to historically confront it in both the social and school realms. This work points to a renewed potential of the public and popular school, when based in the critical and progressive conceptions and practices of education. A kind of school that must be (historically) constructed as a space of concietization, struggle and of confrontation against all the various manifestations of violence inflicted and adversely affecting the potential victims. We find that dialogue, dialogic and liberating education constitute some of the fertile ways we have at our disposal to attain our aims of diminishing both physical and symbolic violence in the school context and culture.