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Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-08-25T22:56:44Z No. of bitstreams: 1 arquivototal.pdf: 3276909 bytes, checksum: da8c8df7aacd9cb401a5a3defbc72609 (MD5) / Made available in DSpace on 2016-08-25T22:56:44Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3276909 bytes, checksum: da8c8df7aacd9cb401a5a3defbc72609 (MD5) Previous issue date: 2015-11-30 / A SCHOOL "CALL CARANDIRU": a story of power figurations, constitutes an investigation that includes the history of figurations and power relations that are established in the scenario of a school in the city of Santa Rita / PB, nicknamed "Carandiru" . In this context were observed, elementary school II courses of the morning and afternoon shifts, with a view to understand and analyze the processes under Elijah's perspective, this research is a qualitative research whose guiding methodology to figurational theory and Elias processes ( 2000), which is to examine the micro without forgetting their connections and interdependencies with the macro, understanding individual actions as belonging to the social and interconnected whole, also addressed the iconology with the appreciation of photographs of the searched scene. Understanding the formation of groups within that school and the power relations that are established in this scenario is the overall goal, specific objectives were: to reflect on the role of groups in this environment, address the method of organization of students, understand the process of leadership and discuss the territorial those groups at school. Outside groups have been identified as OKD (okaida) and the US (state), that influence and inspire the formation of internal subgroups, BDC (Tram Cyclone), BDI (Bonde of Irate), among others, and directly reflect in everyday school life. / UMA ESCOLA CHAMADA “CARANDIRU”: uma história das figurações de poder constitui-se numa investigação que contempla a história das figurações e relações de poder que se estabelecem no cenário de uma escola da cidade de Santa Rita/PB, apelidada de “Carandiru”. Nesse contexto, foram observadas turmas do ensino fundamental II dos turnos manhã e tarde, numa perspectiva de entender e analisar os processos sob a perspectiva de Norbert Elias. Esta pesquisa é uma investigação qualitativa que tem como metodologia norteadora a teoria figuracional e dos processos de Elias (2000), que consiste em analisar o micro sem esquecer suas conexões e interdependências com o macro, entendendo as ações individuais como pertencentes e interligadas ao todo social. Abordamos, também, a iconologia com a apreciação de fotografias do cenário pesquisado. Entender as formações de grupos dentro dessa escola e as relações de poder que se estabelecem nesse cenário é o objetivo geral, os objetivos específicos, foram: refletir sobre o papel dos grupos nesse ambiente, abordar o método de organização dos alunos, entender o processo de liderança e discutir a territorialização desses grupos na escola. Foram identificados grupos externos como OKD (okaida) e EUA (estado), que influenciam e inspiram a formação de subgrupos internos, BDC (Bonde da Cyclone), BDI (Bonde dos Irados), entre outros, e refletem diretamente no cotidiano escolar.

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The purpose of the current study was two-fold. Firstly, to explore and describe how school staff members, learners and parents collaborate to prevent violence at two urban secondary schools and secondly, to help school staff members, parents and policymakers to gain a better understanding of the complex and multi-faceted problem of addressing school violence, which should result in guiding them to adopt effective strategies to prevent violence. The ecosystemic perspective, which is an integration of ecological and systems theories combined with the typology of violence, was the theoretical lens through which the phenomenon of adolescent learner violence was viewed. The study was rooted in the sociological interpretative research paradigm and a qualitative descriptive and exploratory case study design was employed. Multi-method data collection strategies (individual, dyad, triad and group interviews; document reviews) were employed to obtain trustworthy data from the three population units of analysis (school staff members, learners and parents) at the two selected urban secondary school sites situated in Johannesburg, South Africa. The inductive qualitative content analysis of the framework approach was used to give a transparent account of the data analysis process. Constant comparative analysis was employed to discover the emergent themes. The main research findings were interpreted by relating the results to the research purpose, the socio-ecological theoretical framework and the existing knowledge base on collaborative strategies for violence prevention. The findings of the current study suggest that family-school collaboration in violence prevention is especially important for families with adolescent children. Adolescence is characterised by many physical and psychological changes and development. Adolescents strive to find their independence and establish their own identities. However, this experimentation may lead to risk-taking or antisocial behaviour. Contrary to current belief, the findings of the current study suggest that adolescent learners want their parents to be involved in their lives and that parents want to support their children’s education but may lack the know-how. The learners explicitly expressed their need for the support and guidance of both their parents and also the school staff members in withstanding the peer and societal pressures that can result in their acting in aggressive or violent ways at school. To promote the positive development of all young people, the school staff members and most centrally young people and their families, must actively work together to establish positive and effective family-school collaborative partnerships as part of their violence prevention strategies. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

<p>The issue of bullying, among school age children, has been popularized by North American news media. These media frame bullying as a violent epidemic plaguing our schools, resulting in school officials implementing new anti-violence intervention and prevention programs. However, popular media and school administrators often do not rely on research with consistent definitions for bullying behavior to inform these changes. As a result, the term bullying has become quite ubiquitous, conflating bullying behavior with other forms of youth violence. My research aims to delineate the contextual influences for youth violence and the types of violence youth engage in. I argue that sociology can contribute to the study of bullying by elaborating on the roles of three kinds of contexts: immediate networks, neighborhoods and micro-geographies, and status situations. Further, gender can also be a consistent conditioning influence on those contextual effects. This study utilizes a multi-method approach to better understand the contexts and dynamics of youth violence. My quantitative component uses data from systematic social observations of all Hamilton public school neighborhoods, Hamilton Safe School Surveys and the 2006 national census. These methods build on different contexts for youth violence. While the survey findings used in the quantitative portion of this thesis examine broad contextual influences, my qualitative interviews develop micro-geographic contexts for youth violence. Using these data sources, I found significant relationships between gender, age, physical disorder and types of violence used by students. My qualitative component used interviews conducted with fifteen Hamilton youth from a variety of different neighbourhood backgrounds to understand youth’s social dynamics in different kinds of violence. I found dynamics that were consistent with the types of in-school violence described by Randall Collins (2008, 2011) and different types for violence used by male and female students for similar social ends. It is my hope that these findings can be used to better inform violence intervention and prevention policies within Ontario schools.</p> / Master of Arts (MA)

The three countries of Central America El Salvador, Guatemala and Honduras, which form the so-called Northern Triangle, are among the most violent countries in the world. One of the actors of local violence are gangs maras. This thesis "Armed Violence - Gangs Maras - Challenge and Threat to the National State in El Salvador, Guatemala and Honduras." deals with the problem of transnational gangs Mara Salvatrucha (MS- 13) and Barrio 18 (M-18) and with the interaction between maras and society. The aim of this thesis is to understand the complexity of the maras phenomen and to provide its detailed analysis. Maras were originally founded in Los Angeles by Mexican (M-18) and Salvadorian (MS-13) immigrants. As a result of tighter U.S. immigration policy, some members were deported to their country of origin - to the northern triangle countries. The strong cultural identity of maras appealed to thousands of young people and helped in the rapid expansion of the gangs. Maras are currently regarded as one of the greatest threats to the Central American region. Since 2003 the governments have led a repressive campaign to combat maras, which is supported by media and which sought to involve military in police actions. However, the politics of firm hand haven't had desired effect. Labeling maras as the main...

The thesis titled “The theory of thwarted belongingness and its relation to youth violence” presents the findings of a qualitative study that focussed on late adolescents who have committed physical assault and who were referred to a diversion programme by a court. The study followed a grounded theory methodology approach for which convenience sampling, purposeful sampling and theoretical sampling were used to obtain participants. Semi-structured interviews were conducted and the data were analysed through constant comparative analysis. From the analysis the theory on thwarted belongingness emerged that explains how the adolescents attempt to negotiate a sense of belonging. The theory further explains how failed negotiations are dealt with and when one could expect violent behaviour to occur. In general, the current research study creates awareness of the psychological non-shared environment and its potential role in the development of behaviour. Future research should be focussed on the saturation of categories and dimensions that have not been fully saturated in the current study and to test the theory of thwarted belongingness since it is a newly generated theoretical stance that needs to be validated. / Psychology / Ph. D. (Psychology)