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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/1983 |
| Date | 14 March 2013 |
| Creators | Lopes, Rosilene Beatriz |
| Contributors | Gomes, Candido Alberto |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 6168442728173332080, 500, 500, 600, 1182462564910641719, -240345818910352367 |
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