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.

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.

Made available in DSpace on 2016-04-28T20:58:08Z (GMT). No. of bitstreams: 1 Eni de Fatima Martins.pdf: 10301484 bytes, checksum: 3afd089b4f1295ab11ac7bef9e5e4b65 (MD5) Previous issue date: 2010-04-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper portrays an intervention research, the focus of which was school violence and teacher education. Such research is justifiable due to the manifestation of school violence, complaints coming from teachers about the lack of qualification to deal with the phenomenon, and their request to become qualified so they are able to face said problem at school. The explanations about violence, that are focused on individuals and their families, give rise to the inquiry about the possible contributions educational psychology is able to provide, as an intervention and study area, so teachers may overcome the concept they already have, for upon maintaining such concept they run the risk of basing themselves on student-restricted actions, very too often grounded on common sense, when planning educational activities that aim at confronting violence. Dialectical and historical materialism, culturalhistorical psychology, and historical-critical pedagogy were the theoretical foundations for this paper. Its purpose was to understand that changes in the set of meanings and significances teachers hold in respect to violence may be mediated by a continuing education process. By monitoring a group of teachers under continuing education, possibilities for transforming teachers awareness were sought, mediated by changes in meanings and significances regarding school violence. The procedures used to produce data were: a socio-demographic mapping questionnaire, a collective interview, and observing participants during the group formation process. As a result, it was noticed that the participants expressed opinions in which they attempted to articulate their educational practices with the theoretical matters regarding violence, broadening the concept of violence, since initially they only pointed out the physical violence deriving from family and community members but did not mention the possibility of violence deriving from school itself. Violence was understood as a synonym for criminal acts and domestic violence. At a certain point, the participants included intolerance and bias and, finally, the phenomenon is recognized in school relationships and they identified that teachers also make use of, and experience, violence in their activities. When future teachers begin their education, they are emotionally touched to help the children with whom they will work. While the concept of violence was being discussed in group, the participants started to partially give new meanings to their needs and reasons to act against violence. Upon noticing that the theme on violence can be included in their pedagogical activities, they began reporting what they can do (a feeling of empowerment), opposing their own feelings of powerlessness mainly expressed at the beginning of their education. The abovementioned elements indicate the importance of educational processes in constructing/reconstructing meanings and significances referring to school violence. The outcome of such educational intervention process, in order to go up against violence, will depend on historical circumstances that enable teachers to have access to new knowledge about school violence and to collectively reflect on how to intervene. It was observed that teachers are under a process of reflection about the importance of the teacher s role in the process of making children and adolescents sociable, thus contributing to the education of historical individuals that will be able to more critically take part in the society in which they live, including taking measures that aim at prevailing over violence in social relationships / Este estudo caracteriza-se como uma pesquisa intervenção que teve como foco a violência nas escolas e a formação de professores. Justifica-se diante das manifestações de violência nas escolas; da queixa, por parte dos professores, sobre a falta de preparo para lidar com o fenômeno e, ainda, por sua solicitação de formação para que possam enfrentar essa problemática nas escolas. As explicações acerca da violência, centradas nos indivíduos e famílias, suscitam-nos o questionamento sobre as possibilidades de contribuição da psicologia da educação, como área de estudo e intervenção, para que o professor possa superar essa concepção, pois, ao mantê-la, corre o risco de, ao planejar atividades educativas, tendo como objetivo o enfrentamento da violência, fundamentar-se em ações restritas ao aluno e, muitas vezes, baseadas no senso comum. O Materialismo histórico-dialético, a Psicologia histórico-cultural e a Pedagogia histórico-crítica fundamentaram teoricamente o presente trabalho. O objetivo foi compreender que mudanças no conjunto de sentidos e significados do professor a respeito de violência podem ser mediatizadas por um processo de formação continuada. Por meio do acompanhamento de um grupo de formação continuada, no qual estavam inseridas três docentes, buscamos possibilidades de transformação da consciência das professoras, mediadas pelas mudanças nos significados e sentidos sobre a violência nas escolas. Os procedimentos utilizados para a produção de dados foram: questionário de mapeamento sociodemográfico, entrevista coletiva e observação participante durante o processo de formação grupal. O grupo realizou oito encontros e dele também participaram alunos do curso de um curso de psicologia. Como resultados, observamos que as participantes expressam reflexões em que buscam articular suas práticas educativas com as questões teóricas sobre a violência, ampliando o conceito desse fenômeno, pois, inicialmente, apontavam apenas a violência física, cometida pela família e comunidade e não mencionavam a possibilidade de violência da escola. Violência era entendida como sinônimo de criminalidade e violência doméstica. Em outro momento, foram incluídos os preconceitos e discriminações, e por fim, o fenômeno é reconhecido nas relações escolares, nas quais os professores identificam, que eles mesmos, também usam e sofrem violência em suas atividades. As professoras iniciam a formação sensibilizadas para ajudar as crianças com as quais trabalham. À medida que elas discutem o conceito de violência no grupo, vão, em parte, ressignificando suas necessidades e motivos para agirem ante a violência. Ao perceberem que o tema violência pode ser inserido em suas atividades pedagógicas, relatam o que podem fazer (sentimento de potência), contrapondo ao próprio sentimento de impotência verbalizado principalmente no início da formação. Os elementos acima comentados nos indicam a importância de processos formativos para a construção/ reconstrução de sentidos e significados sobre violência nas escolas. O vir a ser desse processo de intervenção educativa de enfrentamento da violência dependerá de circunstâncias históricas que possibilitem às docentes novos conhecimentos sobre a violência nas escolas e, consequentemente, a reflexão coletiva sobre como intervir. Observa-se que as professoras estão em processo de reflexão sobre a importância da atuação do professor no processo de sociabilidade de crianças e adolescentes, contribuindo para a formação de sujeitos históricos que possam participar mais criticamente da sociedade em que estão inseridos, até mesmo com ações que visem à superação da violência nas relações sociais

Made available in DSpace on 2016-04-27T14:31:02Z (GMT). No. of bitstreams: 1 Valter Martins Giovedi.pdf: 1686185 bytes, checksum: e66f34d4c293a3651303e10732557652 (MD5) Previous issue date: 2012-12-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Given the circumstances that I have experienced working as a Philosophy teacher with the High School segment of a public school in the State of São Paulo, there came the need to search for clarification as to the different conflicting situations which systematically came up and still do come up in a school s daily life, which have been causing me to be astonished and in anguish. In the search for an explanation, I have proposed a critical concept to analyze the school s reality: curricular violence. In order to fight back against such violence, I resort to the critical-releasor curriculum and its theoretical-practical categories as alternatives aiming to resist and overcome the de-humanizing practices inherent to the hegemonic curriculum in state public schools. Facing such, this work aims to fundamentally answer the following question: What is the potential of the critical-releasor curriculum as a form of resisting to and overcoming curricular violence? Such key-question suggests three sets of other questions: 1. What is curricular violence? In what dimensions does it concretely manifest itself in a school s daily life? 2. What are the policies conditioning the curricular dynamics of the public schools in the state of São Paulo nowadays? How is curricular violence showing itself in São Paulo State s public schools daily life? 3. What are the principles and theoretical-practical elements offered to us by Paulo Freire s critical-releasor curriculum in order to resist and overcome curricular violence? In order to answer them I have resorted to the following references: Chaui (2006; 2007) in order to understand the concept of violence. To understand what curriculum is and what some of its elements are, I have based myself on Freire (2000a) and Saul (2010b). To build up and propose a concept to curricular violence as a critical category for analyzing the school s daily life, I have relied on Dussel (2002). To systematize the theoretical-practical propositions of the critical-releasor curriculum, I have sought its basis on Paulo Freire, chiefly on his anthropological, ethical, political, and epistemological pre-assumptions, and in their theoretical-practical implications on the curriculum s various aspects (policy, management, method, contents, evaluation, etc). Aiming to analyze the historical-political context involving the ruling hegemonic curriculum in São Paulo State s public network, I have relied on the critical literature denouncing the educational policy which has been implemented in the State of São Paulo since 1995. Seeking to analyze the ways curricular violence shows itself in São Paulo State s public school s daily life, I have made my choice to the methodology of experiences accounts, being mostly backed up by the observations which I carry out on a daily basis at school as a permanent teacher at the network. Expectation is that the curricular violence concept turns out to be suited and relevant for the curriculum s critical theorization. Also, this research is expected to contribute for concept clarification and proposing ways of re-inventing Paulo Freire s legacy, enhancing the critical-transforming praxis of those working or intending to work (whether in the level of public policies or in the level of schools) from the critical-releasor curriculum paradigm / Diante de uma série de experiências vivenciadas por mim na condição de professor de Filosofia, junto ao segmento do Ensino Médio, de uma escola pública do Estado de São Paulo, surgiu a necessidade de buscar explicações para as diferentes situações de conflitos que se têm manifestado sistematicamente no dia-a-dia da escola, e que me vêm causando angústia e perplexidades. Na busca por explicações, proponho um conceito crítico para analisar a realidade da escola: violência curricular. Em contraposição a essa violência, recorro ao currículo crítico-libertador e às suas categorias teórico-práticas como alternativas no sentido de resistir e de superar as práticas desumanizadoras inerentes ao currículo hegemônico das escolas públicas estaduais. Diante disso, esse trabalho procura responder fundamentalmente a seguinte questão: Qual é o potencial do currículo crítico-libertador como forma de resistência e de superação da violência curricular? Essa questão central sugere três grupos de questões: 1. O que é a violência curricular? Em quais dimensões ela se manifesta concretamente no cotidiano da escola? 2. Quais as políticas que condicionam a dinâmica curricular das escolas públicas do Estado de São Paulo no momento atual? Como a violência curricular está se manifestando no cotidiano da escola pública do Estado de São Paulo? 3. Quais os princípios e os elementos teórico-práticos que o currículo crítico-libertador proposto por Paulo Freire nos oferece para resistir e superar a violência curricular? Para respondê-las, recorri aos seguintes referenciais: a Chaui (2006; 2007) para compreender o conceito de violência. Para compreender o que é currículo e alguns de seus elementos constituintes, fundamentei-me em Freire (2000a) e em Saul (2010b). Para construir e propor um conceito de violência curricular, enquanto categoria crítica para analisar o cotidiano da escola, recorri a Dussel (2002). Para sistematizar as proposições teórico-práticas do currículo crítico-libertador, fundamentei-me em Paulo Freire, principalmente em seus pressupostos antropológicos, éticos, políticos e epistemológicos e em suas implicações teórico-práticas nos diversos aspectos do currículo (política, gestão, o método, os conteúdos, a avaliação, etc.). Com o objetivo de analisar o contexto histórico-político que envolve o currículo hegemônico vigente na rede pública do Estado de São Paulo, recorri à literatura crítica que analisa a política educacional que vem sendo implantada no Estado de São Paulo desde 1995. Na busca por analisar as formas pelas quais a violência curricular se manifesta no cotidiano da escola pública paulista, optei pela metodologia de relatos de experiências, amparando-me, sobretudo, nas observações que realizo no dia-a-dia da escola como professor efetivo da rede. A expectativa é de que o conceito de violência curricular mostre-se pertinente e relevante para a teorização crítica do currículo. Além disso, espera-se que essa pesquisa contribua para clarear conceitos e propor modos de re-inventar o legado freireano, fortalecendo a práxis crítico-transformadora daqueles que atuam ou pretendem atuar (seja no nível das políticas públicas, seja no nível da escola) a partir do paradigma do currículo crítico-libertador

Cette recherche interroge le lien affect-cognition chez des adolescents violents, en souffrance scolaire, à travers une dynamique de dépendance vs différenciation cognitive, émotionnelle et psychique. Elle a été réalisée dans deux établissements secondaires dans la région lyonnaise. Trois phases de travail de terrain ont été articulées. La première, exploratoire, s’est intéressée à l’observation du milieu scolaire à travers des entretiens avec des professionnels (N=8). La deuxième, quantitative, a consisté, à l’aide d’un questionnaire, en un recueil de données auprès d’adolescents (N= 112) quant à leurs violences, leurs rapports aux savoirs, leur quotidien scolaire. Des échelles (Questionnaires de Styles cognitifs, SITA et TAS-20) ont également été administrées pour évaluer la dépendance cognitive, l’alexithymie et le second processus de séparation-individuation. La troisième, clinique, a permis de faire un travail approfondi autour de la singularité d’adolescents en difficulté et dits violents (N=6). Elle s’est basée sur des entretiens cliniques et le Rorschach. Les résultats des phases exploratoire et quantitative ont montré un lien entre dépendance cognitive et difficultés scolaires. La violence à l’école associée aux difficultés scolaires est en lien avec une vulnérabilité cognitive, émotionnelle et relationnelle. Quant à la violence seule, sans difficultés scolaires, elle semble au contraire porter un mouvement de différenciation. Les résultats cliniques corroborent l’idée d’une violence scolaire qui vient interpeller le lien. Elle prend valeur d’une recherche de place singulière, de différenciation et de subjectivation. Les dynamiques de dépendance et d’indifférenciation s’intriquent à un fonctionnement cognitif similaire. Une défaillance dans les contenants de pensée vient s’exprimer dans une violence non contenue, comme une recherche de support à la pensée dans le milieu scolaire, à travers un support à la relation. Le rapport cognitif au scolaire s’inscrit dans cette dynamique globale d’un rapport aux contenants, recherchés et mis à l’épreuve dans les interactions avec l’environnement. Cet environnement peine parfois à décoder, à accueillir cette quête, ou à y apporter la compréhension et la réponse adéquate. Ceci fait de l’espace scolaire un espace de lutte pour la différenciation du sujet et par là même un espace potentiel pour créer, en marge parfois des contingences strictement scolaires, un chemin pour l’identité. / This research exmines the link between cognition and affectivity on adolescents with school suffuring, trough studying dependency vs differenciation dynamic on cognitive, emotionnal and affective issues. It was conducted in two secondary establishments in Lyon, France. Three steps have been articulated. The first, exploratory, was interested in the observation of the school through interviews with professionals (N = 8). The second, quantitative, was done with a questionnaire to collect data about adolescents’ violence, relationship to knowledge and school. Scales (Cognitive Styles Questionnaires, SITA and TAS-20) were also administered to assess cognitive dependency, alexithymia and separation-individuation second process. The third, clinical, focused the singularity of troubled and violents teens (N = 6). It was based on clinical interviews and Rorschach test. The results of exploratory and quantitative phases have shown a link between cognitive dependence and scholar difficulties. When associated with scholar difficulties, violence at school is linked with a cognitive, emotionnal and relationnal vulnerability. However, violence alone, without scholar difficulties, seems to be rather a sign of differentiation. The clinical results support the idea that school violence have relationship signification. It takes value of research a space force singular differentiation and subjectivity. The dynamics of dependency and lack of differentiation is also explaining similar cognitive functioning. A failure in containers of thought is expressed in a non-contained violence, as a research of support for thinking in schools, through the relationship. Cognitive relation to the school is part of this overall report to the containers witch are researched and tested in dynamic interactions with the environment. Sometimes, environment has difficulies to receive and understand this quest, and to bring appropriate response. So school may be a space of differenciation and subjectivation struggle. It may be a potential space to create, in marge of school contingency, a way for identity.

Patriarchal male power is a fundamental issue that explains the reason for gender-based violence (GBV) as well as societies acceptance of it. Social and cultural forces shape behaviour in society. A patriarchal mindset and power relations influence behaviour towards GBV as a means of controlling women in society. These societal norms are reflected in schools, which are supposed to be havens of safety but seem to allow for and perpetuate societal GBV, increasing girls’ risk of being sexually abused at school and making school unsafe sites. Even though extensive intervention and prevention strategies have been legislated and implemented, statistics indicate that the prevalence of GBV and HIV/AIDS have not decreased in adolescents. Policies and strategies are currently still failing to help youth be less vulnerable to GBV. This study worked with adolescents, aiming to place them at the centre of the problem and of the solution, by conducting research in two rural schools in KwaZulu-Natal. The participants were grade 9 learners (adolescents) attending these schools, who were given the opportunity to explore problems regarding GBV experienced in their schools and to find possible solutions that they can implement themselves in order to curb or address GBV in their schools. A qualitative approach was used, working in a critical paradigm, allowing the participants to be a voice of change in a socially destructive situation. A purposive sample of 30 learners (boys and girls) provided information-rich data. The methodology used was participatory video, and learners simulated examples of GBV at school as well as solutions to them. The research process of producing the participatory videos was an intervention in itself. Three themes emerged from the findings, indicating that: girls’ bodies are sites for GBV in unsafe schools; men who are stereotypically seen as the protectors of society are in fact the perpetrators of GBV through low-level sexual harassment, intimate partner violence and educator sexual misconduct; and learners have a sound understanding of how to address GBV in school and show agency by clearly indicating their disapproval, reporting misconduct, speaking out about the problem in assembly and forming support groups to provide invaluable assistance to each other. This has implications for dealing with learners’ safety at school, and recommendations are made regarding learners’ safety. These include involving the whole community, and endorsing a “safe school” plan with effective school policies and adequate safety and security measures to protect learners (and, more specifically, girls). In order to address patriarchy, recommendations include supportive educator involvement, guidelines for educator misconduct, school counsellor involvement, appropriate sex education and workshops on appropriate male behaviour. Although learners had a sound understanding of what can be done to address GBV in school, it is also recommended that parents, police and health care providers become more involved and that educational programmes, such as peer education, are incorporated. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

Text in Afrikaans / The researcher has identified the research problem for the study as the underlying dynamics of physical violence amongst adolescent girls in the school system. The purpose of this study was to investigate these dynamics. The researcher viewed the girls from a holistic perspective and tried to explore and describe the girls' behavior by bringing their environment into consideration. A qualitative study was used to determine the dynamics of physical violence among adolescent girls in the school system. Data was collected by means of semi-structured interviews. From this data it is evident that the dynamics of physical violence among girls is a multi-dimensional and complex phenomenon and cannot be attributed to a single factor. Because of this the researcher tried to make recommendations that touched each level of the girls' functioning. In such a way the researcher tried to address the problem holistically. / Social Work / M.Diac. (Spelterapie)

The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools. The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community. The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour. / Institute Educational Research / D.Ed. (Socio-Education)

A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)

The study sought to establish the causes, manifestation and impact of classroom aggression on students’ physical and mental health and academic performance in Harare urban secondary schools in Zimbabwe. A qualitative research design methodology was used in this study. The participants in the study were 40 students and 15 teachers from 10 urban schools in Harare Metropolitan Province. In-depth interview schedules and focus group discussions were used to collect data. The study used a narrative analysis of interview and focus group texts. The data was analysed using a narrative approach. The findings are presented according to the research questions in narrative form illustrated by quotations. The findings of the study revealed that participants believed that classroom aggressive behaviour was caused by biological, social and economic factors. Biological factors included temperament, hormonal imbalances during the menstrual cycle, secondary changes during puberty such as physical strength and certain medical conditions. Social factors included jealousy between romantic suitors, group dynamics during sports competitions and school transitions, rogue prefects, gangs, peer pressure, sexual abuse, corporal punishment, family factors and religious and cultural beliefs. Aggressive behaviour was manifested in physical, relational, cyber and verbal forms. The study also revealed that aggressive behaviour resulted in negative effects that included students incurring physical injuries, committing suicide, experiencing depressive symptoms, anxiety, performing poorly academically and early school leaving. Recommendations for policy and further research were made. / Psychology of Education / D. Ed. (Psychology of Education)