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Previous issue date: 2017-12-12 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Defining violence is a complex challenge because of the multiple senses and meanings that find expression in human relationships. In view of this, this research sought to know what a public school and the students' families understand about violence. The sources of information were: Political Pedagogical Project; questionnaire with the teachers; and interviews with the families of the elementary school students. These instruments contained three questions: 1) "What is violence? "2)" How did you feel in a situation of violence? "And 3)" What is the result made in a situation of violence? ". The data analyzed followed the perspective of Constructive-Interpretative Methodology and, it was sought to understand the awareness, through the three dimensions: knowing, feeling and acting. Families define violence by pointing to types of manifestation, passing through their own life history, presenting a naturalized (re) production and reporting having the most effective action in dealing with violence. The school understands violence as directed action to the other, instrumentalized and typified by physical and verbal aggression, mainly. Faced with this, there is a mismatch (between school and family) that little favors the process of integral development of the child and adolescent. The prevention strategy brought by the teachers and the PPP was differentiated care for the students and the convening of the families, and the dialogue was pointed out as an action in facing violence in the school. It is understood that the Political Pedagogical Project needs to be reflected, more critically, presenting the limits and possibilities before the violence in search of a liberating education and of emancipation. Therefore, it is understood that the role of the school is also to promote the integral development of the child and adolescent, as well as to manage the risk situations that some of them live in their daily lives, and for this, it must make a commitment to face the violence, and a partnership with families is fundamental; and psychology, as part of its technical team, has much to contribute to this process. / Definir viol?ncia ? um desafio complexo, devido aos m?ltiplos sentidos e significados que encontram expressividade nas rela??es humanas. Diante disto, esta pesquisa buscou conhecer o que uma escola p?blica e as fam?lias dos estudantes entendem sobre viol?ncia. Como fontes de informa??es foram utilizados: Projeto Pol?tico Pedag?gico (PPP); question?rio com os professores; e entrevistas com as fam?lias de estudantes de uma escola de ensino fundamental. Esses instrumentos continham tr?s perguntas: 1) ?O que ? viol?ncia? ? 2) ?Como se sentiu em uma situa??o de viol?ncia? ? e 3)? Qual o encaminhamento realizado em situa??o de viol?ncia??. Os dados analisados seguiram a perspectiva da Metodologia Construtiva-Interpretativa e, buscou-se entender a conscientiza??o, pelas tr?s dimens?es: conhecer, sentir e agir. As fam?lias definem a viol?ncia apontando os tipos de manifesta??o, perpassando a pr?pria hist?ria de vida, apresentando uma (re)produ??o naturalizada e relatam ter o di?logo como a??o mais efetiva no enfrentamento ? viol?ncia. A escola entende a viol?ncia como a??o direcionada ao outro, instrumentalizada e tipificada pela agress?o f?sica e verbal, principalmente. Diante disto, percebe-se um desencontro (entre escola e fam?lia) que pouco favorece o processo de desenvolvimento integral da crian?a e adolescente. As estrat?gias preven??o ? viol?ncia trazida pelos professores e no PPP foram atendimento diferenciado aos estudantes e convoca??o das fam?lias, sendo que o di?logo foi apontado como a??o no enfrentamento ? viol?ncia na escola. Entende-se que o Projeto Pol?tico Pedag?gico necessita ser refletido, mais criticamente, apresentando os limites e possibilidades diante da viol?ncia em busca de uma educa??o libertadora e de emancipa??o. Portanto, considera-se que o papel da escola ?, tamb?m, favorecer o desenvolvimento integral da crian?a e adolescente, al?m de gerenciar as situa??es de risco que algumas delas vivem em sua vida cotidiana, e para isso, precisa assumir um compromisso de enfrentar ? viol?ncia, sendo a parceria com as fam?lias fundamental; e a psicologia, como parte de sua equipe t?cnica, tem muito a colaborar nesse processo.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/999 |
| Date | 12 December 2017 |
| Creators | Silva, Soraya Sousa Gomes Teles da |
| Contributors | Guzzo, Raquel Souza Lobo, Souza, Vera Lucia Trevisan de, Asbahr, Fl?via da Silva Ferreira |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Psicologia, PUC-Campinas, Brasil, CCV ? Centro de Ci?ncias da Vida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 4382348780697436361, 500, 500, 600, -8538742193007695607, 1802873727776104890 |
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