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.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2108 |
| Date | 02 June 2016 |
| Creators | Lira, Adriana |
| Contributors | Gomes, Candido Alberto da Costa |
| 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 |
Page generated in 0.0031 seconds