Made available in DSpace on 2014-12-17T15:38:47Z (GMT). No. of bitstreams: 1 SyrleineMPBB.pdf: 847951 bytes, checksum: 7f853aea2ca27a8d44e65321d1c4035f (MD5) Previous issue date: 2005-09-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research investigates the self-esteem of children who suffered physical violence by family members. Seven children took part in the research: three boys and four girls, aged between six and twelve years old. The analysis were done from the constructed data obtained from: semi-structured interview, activities about human feelings, activities that included facial expressions, unfinished phrases, Pinocchio s story, a drawing of a family and a drawing of their own family. Data were analyzed from the Content Analysis. The Thematic Units were: violence, intrafamily violence, and self-esteem. The synthesis of the categories studied evidenced that the physical violence and the psychological violence present in the lives of children affect the positive development of their self-concept and, consequently, of their self-esteem. Among the results, we emphasize some negative feelings that are present in children s lives such as fear, a sense of guilt, and sadness, arising out of the situations of violence they have experienced / Esta pesquisa investiga a auto-estima das crian?as que sofreram viol?ncia f?sica tendo como agente membro da fam?lia. Participaram como sujeitos da pesquisa 7 crian?as - 3 do sexo masculino e 4 do feminino - com idade entre 6 anos completos e 12 anos, incompletos. As an?lises foram feitas a partir dos dados obtidos em entrevista semi-estruturada, atividades sobre os sentimentos humanos, atividades que inclu?am express?es faciais, frases inacabadas, hist?ria de Pin?quio, o desenho de uma fam?lia e o desenho da fam?lia do sujeito. Os indicadores foram analisados a partir da an?lise do conte?do. As unidades tem?ticas foram: viol?ncia, viol?ncia intrafamiliar e auto-estima. A s?ntese das categorias estudadas evidenciou que a viol?ncia f?sica e a viol?ncia psicol?gica presentes na vida das crian?as comprometem o desenvolvimento positivo de seu autoconceito e, conseq?entemente, de sua auto-estima. Dentre os resultados, destacamos v?rios sentimentos negativos que permeiam a vida das crian?as, entre eles, medo, culpa, tristeza decorrentes das situa??es de viol?ncia vivenciada

Submitted by PPG Ci?ncias Criminais (ppgccrim@pucrs.br) on 2018-07-12T18:26:34Z No. of bitstreams: 1 DISSERTA??O MG - Vers?o Enviada ? PUCRS.pdf: 3131019 bytes, checksum: b69e921e85233859527d9a103e1278c3 (MD5) / Rejected by Sheila Dias (sheila.dias@pucrs.br), reason: Devolvido devido ? diverg?ncia das datas. A data da aprova??o da banca diverge da data da defesa (banca = 17/01/2017 e defesa = 11/01/2018. E aproveito para informar que na capa institucional e folha de rosto est?o 2016, e na ficha catalogr?fica est? 2017, no arquivo PDF. on 2018-07-18T11:23:04Z (GMT) / Submitted by PPG Ci?ncias Criminais (ppgccrim@pucrs.br) on 2018-09-03T13:24:59Z No. of bitstreams: 1 Disserta??o MARIANA GASTAL.pdf: 3644438 bytes, checksum: 6574d2bf9da834edc3aa12bfd4ff9378 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-09-03T17:57:53Z (GMT) No. of bitstreams: 1 Disserta??o MARIANA GASTAL.pdf: 3644438 bytes, checksum: 6574d2bf9da834edc3aa12bfd4ff9378 (MD5) / Made available in DSpace on 2018-09-03T18:31:57Z (GMT). No. of bitstreams: 1 Disserta??o MARIANA GASTAL.pdf: 3644438 bytes, checksum: 6574d2bf9da834edc3aa12bfd4ff9378 (MD5) Previous issue date: 2017-01-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The school universe carries, quintessentially, the identity of a place of positive sociability, of ethic values apprenticeship and of critical thinking, based on dialogue and appreciation of diversity. However, when it suffers the echoes of wider social processes, such as the globalization, the post-modernity and the social controls related to them, that identity might end up fairly affected. Each day more subjected to safety devices, in the attempt to control the insecurities to which they feel exposed, educational institutions present themselves as an interesting field to perform an investigation. Thus, by means of the case studies of a municipal, a state and a private school in the city of Porto Alegre, and adopting as theoretical background David Garland?s ?Culture of Control?, the research aims to find out to which extent the perception of insecurity increase can be related to the modifications suffered in each of the three. To achieve a wide and detailed knowledge of the subject, the research embraces a theoretical dimension, via bibliographic review, and an empirical one, via semi-structured interviews, questionnaires, informal dialogues and, to a lesser extent, documental analysis. The interviews and questionnaires were administered to the headmaster of the school, to members of the pedagogical team, teachers and parents. Instead of focusing the analysis on the statistical data about violence, the idea is to observe the prominence of the subjective aspects of insecurity, under the allegation that the interpretations about it interfere in the way people and institutions act. The study intends to contribute to a better understanding of the influence that those interpretations exert in the conditioning of school?s routines and experiences. / O universo escolar tem, por excel?ncia, a identidade de lugar de sociabilidade positiva, de aprendizagem de valores ?ticos e de forma??o de esp?ritos cr?ticos, pautados no di?logo e no reconhecimento da diversidade. Entretanto, ao sofrer os ecos de processos sociais mais amplos, como a globaliza??o, a p?smodernidade e os controles sociais delas decorrentes, que o fazem passar por uma ressignifica??o da experi?ncia socioespacial, tal identidade pode restar bastante comprometida. A cada dia mais armadas de dispositivos de vigil?ncia, na tentativa de controlar as inseguran?as a que sentem expostas, e tendo alunos como uma popula??o de potenciais v?timas e agressores, institui??es de ensino se apresentam como um territ?rio convidativo ? pr?tica de pesquisa. Assim, por meio do estudo dos casos de tr?s escolas na cidade de Porto Alegre ? uma municipal, uma estadual e uma particular ?, e tendo por norte o modelo te?rico da ?Cultura do Controle?, concebido por David Garland, prop?e-se descobrir em que medida a percep??o do aumento da inseguran?a guarda rela??o com as altera??es havidas em cada uma delas. Para que se atinja um conhecimento amplo e detalhado de seu objeto, a pesquisa abarca uma dimens?o te?rica, a partir de revis?o bibliogr?fica, e outra emp?rica, via t?cnica qualitativa, por meio de entrevistas semiestruturadas (com diretores[as], coordenadores[as] pedag?gicos[as], professores[as] e pais[m?es] de alunos[as]), question?rios, di?logos informais e, em menor quantidade, an?lise de documentos. Ao inv?s de centrar a an?lise nos dados estat?sticos da viol?ncia, atenta-se para a relev?ncia dos aspectos subjetivos da inseguran?a, sob o argumento de que as interpreta??es produzidas sobre ela interferem nos comportamentos das pessoas e institui??es. Ao interrogar-se a realidade por meio do que se pensa sobre ela, estima-se que a pesquisa contribuir? para uma melhor compreens?o da influ?ncia que tais interpreta??es exercem no condicionamento das rotinas e pr?ticas das escolas.

Submitted by PPG Ci?ncias Sociais (csociais-pg@pucrs.br) on 2018-08-06T14:25:39Z No. of bitstreams: 1 Ana CL?udia.pdf: 1648599 bytes, checksum: e486b0512f53e8c4b3621c5986af9c7d (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-08-09T14:30:00Z (GMT) No. of bitstreams: 1 Ana CL?udia.pdf: 1648599 bytes, checksum: e486b0512f53e8c4b3621c5986af9c7d (MD5) / Made available in DSpace on 2018-08-09T14:44:37Z (GMT). No. of bitstreams: 1 Ana CL?udia.pdf: 1648599 bytes, checksum: e486b0512f53e8c4b3621c5986af9c7d (MD5) Previous issue date: 2018-04-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The main theme of this dissertation is about women murders in Rio Grande do Sul and aims to analyze the social representations of the phenomenon produced by the media. For that, was searched for news stories involving cases of lethal violence against women, in a digital database of the Zero Hora newspaper, published in the period from January to December 2016. From this research, 48 reports was found, all in the police section, and 6 headlines. Was sought to understand the media's perspective in cases of homicide of women, the emphasis given in some cases to that reports, the relevance of mentioning the victim?s criminal record and / or their involvement in drug trafficking, and situations in which homicide is identified as a crime of passion.It is understood that the lethal violence of women occurs in several situations, which give rise to quite singular configurations. In these homicide arrangements, the gender element - constitutive of social relations - may or may not be present as drive of violence. However, the media darken the gender aspect, making it difficult to understand homicides from their complexity. For the theoretical support of the research, was opted for the theory of social representations, of Serge Moscovici and for the studies developed in gender and sexuality scope. Regarding the theoretical-methodological procedures, the qualitative approach and the set of content analysis techniques were adopted in their thematic modality for data systematization and interpretation. The results pointed out that the media deals with the murder of women covering the possible motivations based on unequal gender relations. The news framing is exclusively in police way, that means, doesn?t consider the multiple dimensions that involves violence against women. The media also produce representations of intimate partner violence in which it is reduced to a crime of passion. These results enable further study in the area, paving the way for future research, and challenge the media to incorporate gender equity into the way they interpret female homicides. The violence between intimate partners is reduced to a crime of passion in representations produced by the media. These results enable further studies in the area, paving the way for future researches, and challenging the media to incorporate gender equity into the way that they interpret female homicides. / O tema geral desta disserta??o ? o homic?dio de mulheres no Rio Grande do Sul e tem como objetivo analisar as representa??es sociais do fen?meno produzidas pela m?dia. Para isso, buscou-se mat?rias de cunho noticioso envolvendo casos de viol?ncia letal contra mulheres em banco de dados digital do Jornal Zero Hora, veiculadas no per?odo de janeiro a dezembro de 2016. A pesquisa resultou em 48 reportagens, todas no caderno policial, e 6 chamadas de capa. Procurou-se compreender a leitura realizada pela m?dia sobre os casos de homic?dio de mulheres, o destaque dado a alguns casos pelo notici?rio, a relev?ncia em mencionar os antecedentes criminais da v?tima e/ou seu envolvimento com o tr?fico de drogas e as situa??es em que o homic?dio ? identificado como crime passional. Compreende-se que a viol?ncia letal de mulheres ocorre em diversas situa??es, as quais originam configura??es bastante singulares. Nestes arranjos de homic?dio, o elemento de g?nero ? constitutivo das rela??es sociais ? pode ou n?o estar presente como motivador da viol?ncia. Todavia, a m?dia oculta o aspecto de g?nero, dificultando a compreens?o dos homic?dios a partir de sua complexidade. Para dar sustenta??o te?rica ? pesquisa, optou-se pela teoria das representa??es sociais, de Serge Moscovici e pelos estudos desenvolvidos na ?rea de g?nero e sexualidade. Quanto aos procedimentos te?rico-metodol?gicos, foi adotada a abordagem qualitativa e o conjunto de t?cnicas da an?lise de conte?do na sua modalidade tem?tica para sistematiza??o e interpreta??o dos dados. Os resultados apontaram que a m?dia trata do homic?dio de mulheres ocultando as poss?veis motiva??es baseadas nas rela??es desiguais de g?nero. O enquadramento da not?cia ? exclusivamente policial, ou seja, n?o considera as m?ltiplas dimens?es que envolve a viol?ncia contra a mulher. A m?dia tamb?m produz representa??es da viol?ncia entre parceiros ?ntimos em que ela ? reduzida a um crime passional. Estes resultados possibilitam o aprofundamento de estudos na ?rea, abrindo caminho para pesquisas futuras, e desafia a m?dia para que incorpore a equidade de g?nero na forma como interpretam os homic?dios de mulheres.

Submitted by Kelson (kelson@ucb.br) on 2016-07-14T17:16:14Z No. of bitstreams: 1 DiogoAcioliLimaTese2015.pdf: 1307484 bytes, checksum: e58e1e685e7442cda03a0b2e362c8984 (MD5) / Made available in DSpace on 2016-07-14T17:16:14Z (GMT). No. of bitstreams: 1 DiogoAcioliLimaTese2015.pdf: 1307484 bytes, checksum: e58e1e685e7442cda03a0b2e362c8984 (MD5) Previous issue date: 2015-12-11 / Violence is a complex phenomenon since human being origins. It develops in each society according to diverse perspectives and senses. In Brazil violence manifestations tend to arise a negative moral sense underestimating its complexity. School violence leads to major concerns as a result of its serious consequences, such physical and verbal aggressions. This qualitative research project aimed to analyze likely relations among students??? family recompositions, school boredom and violence. It is a case-study of a middle school in a socially vulnerable area in the capital periphery. Research techniques were observation, focus groups, semistructured interviews, and life histories in almost one year immersion process. Results found a gap between teachers??? and students views and concepts on violence, causing further miscommunication and violence. Parents??? relative absence at home contributed to adolescents??? proximity of drug dealers and other criminals. However, recomposed families per se did not show negative impact. On the contrary, violence within families, recomposed or not, contributed to students??? violent behavior. At last, boredom resulting from non-sense academic curriculum from the students??? standpoint often led to jokes, kidding evolved to serious conflicts. This school adopted an effective strategy for facing violence, called here the use of regulated violence. Martial arts, rap, workshops and other extra curricular activities eased communication among social actors. Although the formal curriculum had little change, as a consequence of its regulations, these activities instilled new meanings to schooling. / A viol??ncia, fen??meno multifacetado que acompanha os seres humanos desde as origens, se desenvolve em cada sociedade com perspectivas e sentidos diferentes. No Brasil, quando este fen??meno se manifesta, vem com ele uma carga moral negativa j?? arraigada nos conceitos da maioria dos indiv??duos, petrificando as m??ltiplas facetas que podem aflorar das viol??ncias. Nas escolas, tais viol??ncias aparecem como um fator preocupante devido aos terr??veis desdobramentos que podem gerar, como agress??es f??sicas e verbais, dentre outros. Em detrimento disso se fez essencial analisar as poss??veis influ??ncias entre as altera????es do grupo familiar, o aborrecimento na escola e suas rela????es com as viol??ncias praticadas por alunos dos anos finais do ensino fundamental. Neste cen??rio, a presente pesquisa, de car??ter qualitativo, usou o estudo de caso para o suporte metodol??gico, tendo como t??cnicas de pesquisa as observa????es, o grupo focal, entrevistas semiestruturadas e relatos de vida. Os resultados apontaram para um engessamento na ??tica da maioria dos adultos ao observarem atos de viol??ncias e uma pluralidade de sentidos quando os jovens percebiam o mesmo fen??meno. Isso, em geral, p??de causar uma babel lingu??stica na comunica????o entre docentes e discentes, aumentando o problema da viol??ncia. A aus??ncia dos pais no cotidiano dos filhos deixava espa??os vazios na constru????o das perspectivas de mundo dos adolescentes, facilitando a aproxima????o de traficantes e exemplos negativos e incentivando o aluno a cometer atos infracionais. Assim, o exemplo da fam??lia se mostrou mais relevante do que a recomposi????o familiar, no que tange ao aumento e influ??ncia dos comportamentos violentos. O ??ltimo elemento nesta tr??ade foi o t??dio, que fazia proliferar novas viol??ncias no ambiente escolar, com brincadeiras que terminavam em brigas ou rela????es de namoro onde os indiv??duos se percebiam como objetos. Neste cen??rio o uso normatizado da pr??pria viol??ncia apareceu como solu????o para as viol??ncias. As lutas marciais, o rap, as atividades extraescolares, as oficinas e o aprendizado da linguagem da viol??ncia pela equipe docente incluiu alunos e professores no mesmo ba?? lingu??stico, facilitando a comunica????o entre estes atores e melhorando o longo conv??vio. Embora o curr??culo formal, continuasse carente de sentido, as novas atividades conferiram maior significado ?? escolariza????o.

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-11-23T17:14:46Z No. of bitstreams: 1 RosileneBeatrizLopesTeseparcial2013.pdf: 985492 bytes, checksum: 554ecb2b6995d17d2dcc128e1fbd9797 (MD5) / Made available in DSpace on 2016-11-23T17:14:46Z (GMT). No. of bitstreams: 1 RosileneBeatrizLopesTeseparcial2013.pdf: 985492 bytes, checksum: 554ecb2b6995d17d2dcc128e1fbd9797 (MD5) Previous issue date: 2013-03-14 / We enter the twenty-first century and violence in schools is still being discussed on national and international scene. What appeared to be incipient in the literature? Life stories of students who repeatedly practiced school violence. Thus, this study aimed to investigate the educational path of students who repeat the practice of school violence and its relation with family and school context. In order to achieve the proposed objectives we opted for a qualitative approach, combining multiple case studies and life stories. The data generation techniques were: extended interview, individual semistructured interviews, focus group interview, document analysis and observation. Thirty-one people participated in this research; fifteen students from elementary and high school, four teachers, two principals, five educational experts, two assistants for basic education services and three parents. Four State schools from Montes Claros-MG took part in this research. The results suggest that in the schools everyday routine there are different types of violence: incivility, bullying, vandalism and pedagogical negligence, which differ from other social spaces, considering that there are institutional and organizational aspects that shape the social conflicts at the schools and inherent to their context; that schools create their own diversions and then react to handle them; that it is necessary to overcome the position of conceiving the student who practices school violence as delinquent or victim, giving visibility to the context in which he finds himself, and also break with the reductionist vision and start a globalizing one, that is, to associate the identity of the student to a single aspect ??? violence - and to leave the other aspects behind - social class, gender, education, among others; that labels such as the face of violence can be built from the beginning of school life; that the face of the galley emerges from the 6th year of schooling. In many educational paths, school failure and violence go hand in hand, focusing on students and building these faces of violence. When violence persists, the most affected are the students who fail, get transferred or evade. If they are able to finish their primary education, they accumulate large educational delay. When they reach high school and finish it, they enter the labor market, which requires late completion of that level of education. Therefore, the faces of violence and school failure are transfigured into the face of social exclusion, continuing the intergenerational vicious cycle. However, there is also the face of hope, showing the possibility of a vicious circle becoming a virtuous one. / Entramos no s??culo XXI e as viol??ncias nas escolas continuam no debate do cen??rio nacional e internacional. O que se mostrava incipiente na literatura? Hist??rias de vidas de alunos reincidentes na pr??tica de viol??ncia escolar. Assim, esta pesquisa teve por objetivo investigar percursos escolares de alunos reincidentes na pr??tica de viol??ncia escolar e suas rela????es com o contexto escolar e familiar. Para alcan??ar os objetivos propostos, optou-se pela abordagem qualitativa, combinando estudo de casos m??ltiplos e relatos de vida, tendo como t??cnicas de gera????o de dados a entrevista prolongada, a entrevista semiestruturada individual, a entrevista de grupo focal, a an??lise documental e a observa????o. Participaram desta pesquisa trinta e uma pessoas, quinze estudantes do ensino fundamental e do ensino m??dio, quatro professoras, duas diretoras, cinco especialistas em educa????o, dois auxiliares de servi??os da educa????o b??sica e tr??s pais. Fizeram parte desta pesquisa quatro escolas da rede p??blica estadual de Montes Claros- MG. Os resultados sugerem que no cotidiano das escolas existem diferentes tipos de viol??ncias: incivilidades, bullying, vandalismo e neglig??ncia pedag??gica, que diferem dos outros espa??os sociais, haja vista que existem aspectos institucionais e organizacionais que moldam os conflitos sociais no ambiente escolar pr??prios do seu contexto; que as escolas criam seus pr??prios desvios e depois reagem para manej??-los; que ?? preciso superar a posi????o de conceber o aluno reincidente na pr??tica de viol??ncia escolar como r??u ou v??tima e dar visibilidade ao contexto em que ele se encontra e, ainda, romper com a vis??o reducionista partindo para uma vis??o globalizante, ou seja, de associar a identidade do aluno a um ??nico aspecto, a viol??ncia praticada, esquecendo-se dos demais aspectos, classe social, g??nero, escolaridade, dentre outros; que a rotulagem como rosto da viol??ncia pode ser constru??da desde o in??cio da vida escolar; que o rosto da galera surge a partir do 6?? ano de escolariza????o. Em muitos percursos escolares, viol??ncia e fracasso escolar caminham lado a lado, incidindo sobre os alunos e construindo esses rostos da viol??ncia. Quando as viol??ncias persistem, os mais atingidos s??o os alunos, que s??o reprovados, transferidos ou se evadem. Se conseguem concluir o ensino fundamental, acumulam grande atraso escolar. Quando chegam ao ensino m??dio e o concluem, entram para o mercado de trabalho, que exige a conclus??o desse n??vel de ensino tardiamente. Assim, os rostos das viol??ncias e do fracasso escolar se transfiguram no rosto da exclus??o social, dando continuidade ao c??rculo vicioso intergeracional. Todavia, tamb??m existe o rosto da esperan??a, mostrando a possibilidade desse c??rculo vicioso se transformar no c??rculo virtuoso.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T12:50:57Z No. of bitstreams: 1 FranciscoValmirdaSilvaDissertacao2016.pdf: 4598071 bytes, checksum: 5d4d5d098fd3cfd689fcf982fc68f094 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T12:51:30Z (GMT) No. of bitstreams: 1 FranciscoValmirdaSilvaDissertacao2016.pdf: 4598071 bytes, checksum: 5d4d5d098fd3cfd689fcf982fc68f094 (MD5) / Made available in DSpace on 2017-05-09T12:51:30Z (GMT). No. of bitstreams: 1 FranciscoValmirdaSilvaDissertacao2016.pdf: 4598071 bytes, checksum: 5d4d5d098fd3cfd689fcf982fc68f094 (MD5) Previous issue date: 2016-09-22 / This study presents the results of a survey thematized around the manifestation of violence directed at teachers on the internet, considering a cut made on twitter social network. We had as main objective to analyze the content of messages, characterized as violent directed to teachers on twitter. As a theoretical reference was to Levy's contribution (1996, 1999); Arendt (2007; 2009); Recuero (2014); Rock (2012); Zuin (2008a; 2012) and others. This is an exploratory research, with mixed approach: qualitative and quantitative; the used research techniques were content analysis - AC and social network analysis - ARS; the research sample consisted of 2,464 tweets (messages). For the collection, analysis and representation of data, and NodeXL Gephi software were used. was obtained as a result, there are in fact manifestations of violence conveyed in the social network twitter against teachers and these are manifested primarily through terms, words or phrases denoting name-calling, threats and hate manifestation observed in the relationship between teachers and the most recurrent subjects in the messages and ultimately correlate with generating elements present in the classroom, to the occurrence and onset of these expressions of violence against teachers in the social network twitter, the time that was given study. / O presente estudo apresenta os resultados de uma pesquisa tematizada em torno da manifesta????o de viol??ncias dirigidas aos professores na internet, considerando um recorte realizado na rede social Twitter. Teve por objetivo central analisar o conte??do das mensagens, caracterizadas como violentas dirigida aos professores no Twitter. Como referencial te??rico teve-se a contribui????o de L??vy (1996; 1999); Arendt (2007; 2009); Recuero (2014); Rocha (2012); Zuin (2008a, 2012) e outros. Trata-se de uma pesquisa explorat??ria, com abordagem mista: qualitativa e quantitativa; as t??cnicas de pesquisa utilizadas foram an??lise de conte??do ??? AC e, an??lise de redes sociais ??? ARS; a amostra da pesquisa foi composta por 2.464 Tweets (mensagens). Para a coleta, an??lise e representa????o dos dados, foram utilizados os softwares NodeXL e Gephi. Obteve-se como resultado, que h?? de fato manifesta????es de viol??ncia veiculada na rede social Twitter contra os professores e, que estas, se manifestam principalmente por meio de termos, palavras ou express??es que denotam xingamentos, amea??as e manifesta????o de ??dio observados na rela????o entre os professores e as disciplinas mais recorrentes nas mensagens e, finalmente se correlacionam com elementos geradores presentes na sala de aula, para a ocorr??ncia e o desencadeamento dessas express??es de viol??ncia contra os professores na rede social Twitter, no per??odo em que se deu estudo.

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.

Made available in DSpace on 2015-04-14T13:22:09Z (GMT). No. of bitstreams: 1 445400.pdf: 1464113 bytes, checksum: 39b5263a5de8c40bc2664527dcce4db1 (MD5) Previous issue date: 2013-01-07 / In the past years, there has been a considerable raise in the number of child sexual abuse complaints. Thereat, several studies have been developed about investigative interviewing of children with alleged abuse. The present dissertation has two sections about the topic of investigative interviewing of children with allegations of having been sexual abused. The first section presents a literature review on the peculiarities of the investigative interviews of pre-school age. Some of the most used investigative interviewing techniques around the globe are presented. Also, some elements that could compromise the child s report during the investigative interview are discussed, such as the use of artifacts (toys and drawings), repetitive interviewing, as well as the type of questions used by the interviewer. In the second section, an empirical study is described focusing on the structure of children s investigative interview, emphasizing the dynamics of questions and answers. The study was based over the document analysis (videos or audio) of a sample 49 real interviews with children aged between six and eleven years old, with allegations of having been sexual abused. The audio-tape or video-tape of the interviews were analyzed and both the questions placed by the interviewer and the answers given by the child were coded. The categories of questions and answers were adapted from pre-existent categories.Only the pre-substantive phase (rapport) and substantive phase (report) of the interviews were considered for the coding of questions and answers, since they are the most relevant phases to the interview. The frequencies of types of questions and types of answers were analyzed, as well as the frequency of each association between type of question and its respective type of answer. The results yielded that the interviewers tended to use few open questions. Most of the interviewers questions were considered appropriate, although more directive (closed question and probing).Therefore children s answers were frequently shorter, which means, with fewer information about what was being investigated. In the concluding section, the results were discussed in terms of the importance of the interviewers training. In addition, results also highlighted the importance of developing need assessment techniques for training investigative interviewers / Nos ?ltimos anos, tem havido um aumento consider?vel no n?mero de den?ncias de abuso sexual infantil. Com isso, diversos estudos vem sendo desenvolvidos sobre as t?cnicas de investiga??o, no que tange ? oitiva de crian?as com suspeita de terem vivenciado situa??es de abuso. A presente disserta??o aborda como tema a entrevista investigativa com crian?as, especialmente aquelas com suspeita de terem sofrido abuso sexual. A disserta??o ? apresentado em dois m?dulos. O primeiro m?dulo trata das peculiaridades da entrevista investigativa com crian?as em idade pr?-escolar, ou seja, menores de seis anos. S?o apresentadas as t?cnicas de entrevista investigativa mais utilizadas ao redor do mundo. Tamb?m s?o discutidos alguns fatores que podem comprometer o relato da crian?a durante a entrevista investigativa, tais como o uso de artefatos (p.ex., brinquedos e desenhos), a repeti??o de entrevistas, bem como o tipo de pergunta utilizada pelo entrevistador. No segundo m?dulo, ? descrito um estudo sobre a avalia??o da estrutura da entrevista investigativa com crian?as, com ?nfase na din?mica de perguntas e respostas. O estudo foi feito atrav?s da an?lise documental de uma amostra de 49 entrevistas reais realizadas com crian?as entre seis e onze anos de idade, com suspeita de terem sofrido abuso sexual. Foram analisados os ?udios ou v?deos das entrevistas e foram categorizadas as perguntas dos entrevistadores e as respostas das crian?as. A classifica??o das perguntas e das respostas foi adaptada a partir de categoriza??es j? existentes.Apenas as fases pr?substantiva (rapport) e substantiva (relato) das entrevistas foram consideradas para a classifica??o de perguntas e respostas, j? que s?o as fases de maior relev?ncia para a din?mica da entrevista. Foram analisadas as freq??ncias de perguntas e de respostas de toda a amostra, bem como a frequ?ncia da associa??o entre pergunta e sua respectiva resposta. Os resultados obtidos neste estudo mostram que os entrevistadores usam poucas perguntas abertas. A maioria das perguntas dos entrevistadores foram consideradas apropriadas, embora tenham sido mais diretivas (fechadas e de sondagem). Em fun??o disso, as respostas das crian?as foram mais frequentemente curtas, ou seja, com poucas informa??es acerca do que ? questionado. A conclus?o dos estudos apresentados destaca a import?ncia do treinamento dos entrevistadores. Ressalta, ainda, a necessidade de t?cnicas de avalia??o das entrevistas investigativas para constante manuten??o do treinamento e aprendizado dos entrevistadores

Made available in DSpace on 2015-04-14T13:22:10Z (GMT). No. of bitstreams: 1 446386.pdf: 211369 bytes, checksum: 13312dd2aeb4a8b540096d5d60f5cf53 (MD5) Previous issue date: 2013-01-17 / The adolescent in conflict with the law is the one who gets involved with the practice of illegal acts, being an aspect of violence that most concern these days and that has shown an increase over the years since violence itself is considered a public health problem. The study of this subject is of fundamental importance in order to deepens psychological understanding of the dynamics between factors that affect the criminal conduct and deviant behaviors. The present study proposes to investigate aspects that influence these individuals to become involved with practice of violent acts. It s composed of two sections. The first section, theoretical, aimed to, through contributions from psychoanalytic theory, understand how the adolescent identifies himself with this behavior as from his life history and role models in the family. It was observed that the parent patterns are of fundamental importance in how these individuals identify themselves with deviant behaviors, therefore, liable of state intervention through the condemnation of the adolescent said in conflict with the law to fulfill a SocioEducative Measure (SEM). The second section, of empirical nature, was developed from qualitative methodological assumptions, this study had a sample of ten teenager under SEM in one unit of the Socioeducative Assistance Foundation of Rio Grande do Sul. All adolescents answered a Personal Information Data Sheet and Socio demographic, to the interview InternationalNeuropsychiatric MINI Interview and a semistructured interview. This interview was guided by three axes: a) the life history of participants; b) the experiences of violence; and c) the role models. The results were analyzed through the content analysis method and interpreted in the light of Psychoanalytic theoretical assumptions.Record units were identified which resulted in three final categories, which were illustrated with vignettes of the participants reports: a) childhood marked by a context of abandon and violence; b) identification and parental models; and c) uncertain future. The issues raised in the study allow to understand the involvement of teenagers with violence and the practice of criminal transgressions as result of a life story with meaningful experiences of dropout within a context marked by experiences of violence. The family, also inserted in this context, is incapable of breaking with the dynamic of the disharmonious relationships and consequently is the first and most important identification model that the child finds. Being, in large part, on parental models identified with the practice of offenses, that the young will shape his personality. The construction of an alternative life project is essential to break this cycle of violence, since most part of the participants envisions a unreal future in which recidivism in the commission of offenses is what presents itself closer to reality of these adolescents. / O adolescente em conflito com a lei ? aquele que se envolve com a pr?tica de atos infracionais, um dos aspectos da viol?ncia que mais preocupam nos dias de hoje e que tem apresentado um aumento ao longo dos anos, a ponto de pr?pria viol?ncia ser considerada um problema de sa?de p?blica. O estudo deste tema ? de fundamental import?ncia, a fim de aprofundar a compreens?o dos fatores que incidem na conduta delitiva e nos comportamentos desviantes. Assim a presente disserta??o se prop?e a investigar aspectos que influenciam estes sujeitos a se envolverem com a pr?tica de atos violentos. ? composta por duas se??es. A primeira se??o, te?rica, objetivou, por meio das contribui??es da teoria psicanal?tica, compreender como o adolescente se identifica com esse comportamento desviante e violento. Observou-se que os modelos parentais s?o de fundamental import?ncia na forma como esses sujeitos se identificam com as condutas desviantes, fatores que os tornam pass?veis da interven??o do Estado, atrav?s da condena??o ao cumprimento de uma Medida Socioeducativa (MSE). A segunda se??o, de cunho emp?rico, foi desenvolvida a partir de pressupostos metodol?gicos qualitativos. Este estudo contou com dez participantes em cumprimento de MSE em uma unidade da Funda??o de Atendimento Socioeducativo do Rio Grande do Sul. Todos os adolescentes responderam a uma Ficha de Dados Pessoais e S?cio demogr?ficos, ? entrevista International Neuropsychiatric Interview MINI e a uma Entrevista Semiestruturada, norteada por tr?s eixos: a) a hist?ria de vida dos participantes, b) as viv?ncias de viol?ncia e c) os modelos de identifica??o. Os resultados foram analisados atrav?s do m?todo de An?lise de Conte?do e interpretados ? luz dos pressupostos te?ricos psicanal?ticos. As unidades de registro identificadas resultaram em tr?s categorias finais, as quais foram ilustradas com vinhetas dos relatos dos participantes: a) inf?ncia marcada pelo contexto de abandono e viol?ncia, b) identifica??o e modelos parentais e c) futuro incerto. O estudo possibilitou compreender o envolvimento dos adolescentes com a viol?ncia e a pr?tica de atos infracionais como resultante de uma hist?ria de vida permeada por abandono, dentro de um contexto marcado pela viol?ncia. A fam?lia, tamb?m inserida nesse contexto, ? incapaz de romper com a din?mica das rela??es desarmoniosas e, consequentemente, ? o primeiro e mais importante modelo de identifica??o violento que a crian?a encontra, sendo, em grande parte, nos modelos parentais identificados com a pr?tica de delitos que o jovem ir? moldar sua personalidade. A constru??o de um projeto de vida alternativo ? imprescind?vel para interromper este ciclo de viol?ncia, visto que grande parte dos participantes vislumbra um futuro irreal, no qual a reincid?ncia no cometimento de delitos ? o que se apresenta de modo mais pr?ximo ? realidade desses adolescentes.

Made available in DSpace on 2015-04-14T13:22:21Z (GMT). No. of bitstreams: 1 458157.pdf: 90753 bytes, checksum: 38a5d83ebcac085f4c10da5409a35712 (MD5) Previous issue date: 2014-01-20 / Child sexual abuse is one of the most re current forms of mistreatment, and a serious public health problem. The importance of family relationships in this theme is well established. Nevertheless, there is a lack in studies addressing the specific aspects that underlie the intergenerational transmission of abused children. In this context, the aim of the study was to investigate the intergenerational transmission of child sexual abuse. To this end, two studies, one empirical and other theoretical have been performed. The theoretical study provides a systematic review of the prevalence of intergenerational transmission of sexual abuse. Data on the increase of intergenerational transmission in different generations of family were found. The mean prevalence of intergenerational transmission of sexual abuse in generations was: 42.47% in the generation of grandparents, 41,28% in the generation of mothers and 51,0% in the generation of children. The empirical study, in turn, examined the relationship between the type of attachment and parenting style and its relation to the intergenerational transmission of child sexual abuse. For this a quantitative research with cross-sectional design with three different groups of girls and their mothers was conducted. The first group comprised girls who have suffered abuse; the second was composed by girls who suffered mistreatment and their mothers and the third included girls who displayed clinical symptoms and their mothers. The results did not confirm the intergenerational transmission of attachment types, or the parenting style across different generations. Similarly and different than expected, the abused girls no reported more insecure attachment or poor parenting style. However, tow significant predictors were found to agree with the model of intergenerational transmission of child sexual abuse: the type of maternal attachment and the fact that parents are separated. / O abuso sexual infantil ? uma das mais recorrentes formas de mau trato, sendo um grave problema em sa?de p?blica. Sabe-se a import?ncia das rela??es familiares nessa tem?tica. Entretanto, faltam estudos que tratem sobre as especificidades dos aspectos que perpassam as gera??es de crian?as abusadas. Nesse contexto, o objetivo do estudo foi verificar a transmiss?o intergeracional do abuso sexual infantil. Para isso, foram realizados dois estudos, um te?rico e outro emp?rico. O estudo te?rico realiza uma revis?o sistem?tica sobre a preval?ncia da transmiss?o intergeracional do abuso sexual. Foram encontrados dados sobre o aumento da transmiss?o intergeracional em diferentes gera??es de familiares. A m?dia da preval?ncia da transmiss?o intergeracional do abuso sexual nas gera??es foi de: 42,47% na gera??o das av?s (G1); 41,28% na gera??o das m?es (G2) e 51.0% na gera??o das crian?as. O estudo emp?rico, por sua vez, examinou a rela??o entre o tipo de apego e estilo parental e a sua rela??o com a transmiss?o intergeracional do abuso sexual infantil. Para isso foi realizada uma pesquisa quantitativa com delineamento transversal com tr?s diferentes grupos de meninas e suas m?es: meninas que sofreram abuso sexual; meninas que sofreram maus tratos e meninas que est?o passando por sintomas cl?nicos. Os resultados n?o confirmaram a transmiss?o intergeracional dos tipos de apego, nem do estilo parental entre as diferentes gera??es. Do mesmo modo, diferente do esperado, as meninas abusadas n?o reportaram mais apego inseguro ou estilo parental deficit?rio. No entanto, duas associa??es foram encontradas como concordantes com o modelo da transmiss?o intergeracional do abuso sexual infantil: o tipo de apego materno e o fato dos pais serem separados.